Speech and language disorders Books

Book SynopsisSpeaking, Listening and Understanding is a practical resource packed full of games to improve young childrenâs communication skills. The second edition of this bestselling resource contains a programme of games and activities to foster the speaking, listening and understanding skills of children aged from 5 to 7 years. The book seeks to address language and communication difficulties for primary-aged children by providing a range of fun and engaging activities. Suitable for whole classes or small groups of children, the activities focus on both understanding and using language in areas such as following instructions, thinking skills, inference, describing, narrating and playing with words.Features include: 160 games and activities which are differentiated by stages and levels of ability; A clear aim, equipment list and instructions for each activity; Photocopiable templates for ease of use; Supplementary resource sheets including pictures and scripTable of ContentsPart 1: Understanding Spoken Language Following Instructions Developing Vocabulary Getting the Main Idea Thinking Skills Drawing Inference Part 2: Using Spoken Language Describing Explaining Narrating Predicting Playing with Words Part 3: Teaching Resources

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Book SynopsisWritten for speech therapists and doctors, this book gives a precise, practical summary of anthroposophical therapeutic speech.Table of ContentsIntroductionPart One: Foundations of Therapeutic Speech1. Historical Development2. The Significance of Air3. Speech as Formed Exhalation4. Artistic Means4.1 The Consonants4.2 The Vowels4.3 Sound -- Syllable -- Word -- Sentence -- Gesture5. Relationship Between the Artistic Means and the Human Being5.1 The Human Being and the Consonants5.2 The Human Being and his Voice5.3 The Breathing Human Being 6. "Knowledge of the Human Being" with Regard to Speech 6.1 The Threefold Human Being6.2 The Bodily Members and their Involvement in the Speech Process6.3 Five Effects of Speech Development6.4 Speech and its Relation to Other Arts6.5 Therapeutic Speech and Eurythmy TherapyPart Two: The Practice of Therapeutic Speech 7. General Diagnosis in Therapeutic Speech7.1 Diagnosis According to Stance, Breath, Voice, Articulation and Thinking8. Aspects of Therapy8.1 Cause and Cure of Illness8.2 Speech Formation as a Path of Practice 8.3 The Specific Therapeutic Approach8.4 Additional Therapeutic Speech Elements9. Neurasthenia and Hysteria: A Medical-Artistic Comparison9.1 The Medical Perspective9.2 The Artistic Perpective9.3 Recitation and Declamation9.4 The Therapeutic Ideal9.5 Characteristics of Both Types of Constitution in Speech Diagnosis 10. Observations of Some Illnesses with Case Examples10.1 Asthma and Depression -- A Comparative Breathing Study10.2 Eating Disorders -- The Soul's Refusal to Breathe its way down into the Body10.3 Iron Deficiency Anaemia and Speech Processes10.4 Tinnitus -- The Hearing Activity Turned Inside Out 11. Further Case Examples12. Typical Speech Disorders, their Assignment to the Articulation Regions and Therapy12.1 Labial (Lip) Region12.2 Dental (Tongue/Teeth) Region12.3 Velar (Palate) Region12.4 Voice and Breath13. Processes of Development13.1 Process Description of a Course of Therapy in Seven Steps of Development13.2 The Schooling Path of the Therapeutic Speech Practitioner

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Book SynopsisA comprehensive overview of the pioneering time of therapeutic speech, including biographies, speech exercises and background essays.Trade Review'It's a great step to have a publication dealing with this little understood and under appreciated work which hopefully will make it more accessible to others outside the field ... this book also provides a stimulus and inspiration to present and future specialists in the field.'-- New View

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Book SynopsisThis is a collection of 36 cards representing a range of key moments in life, offering an opportunity to consider, reflect and discuss how this might affect the individual, family, friends or group. Subjects include: Birth of a sibling First day at school; Running away from home; Moving house; Becoming a parent; Acquiring a pet; Car crash; Serious illness or disability; Death of a relative or friend; Time with family or friends; Holidays Walks; First day at work; Passing an examination; and, An act or bravery. The cards are suitable for use in a whole range or environments and will encourage participants to recall and discuss their own personal experiences. Also included is a booklet containing ideas for use and discussion points. This title includes 36 A5 cards with instruction booklet, boxed.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of ContentsEvents and experiences that shape our lives. A collection of 36 cards representing a range of key moments in life, offering an opportunity to consider, reflect and discuss how this might affect the individual, family, friends or group. Subjects include: Birth of a sibling First day at school Running away from home Moving house Becoming a parent Acquiring a pet Car crash Serious illness or disability Death of a relative or friend Time with family or friends Holidays Walks First day at work Passing an examination An act of bravery.The cards are suitable for use in a whole range of environments and will encourage participants to recall and discuss their own personal experiences. Also included is a booklet containing ideas for use and discussion points. Contents-36 cards, 148 x 210mm (A5) + instruction booklet, boxed.

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Book SynopsisTable of Contents27 cards containing a word related to a therapeutic target 5 blank cards Guidance booklet

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Book SynopsisThe ability to communicate is an essential life skill for all children and young people and it underpins their social, emotional and educational development. If a child experiences a positive relationship with an adult listening carefully, they are more likely to constructively share their thoughts, feelings and their imaginative ideas.Thatâs My Story! places childrenâs imagined stories at the heart of their own development and provides a joyful, creative approach to support young childrenâs personal and social development and to encourage their communication. In this book you will find: Tried-and-tested drama games and activities that support communication and well-being, all adaptable to complement your current practice Guidance and advice on how to promote positive adult-child interactions Examples of creative interventions that support childrenâs communication development A celebration of the joy that comes with carefully listening to childrenâs own imagined stories Those of us who work with children can sense a tangible connection between how young children feel and how they communicate. This essential and practical resource will be valuable reading for primary teachers, teaching assistants, speech and language therapists, and drama practitioners, as well as outreach and education departments of theatre companies and other arts organisations.

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Book SynopsisSchool Start Storybooks support language development in reception and Key Stage 1 aged children both in school and at home. Through beautifully illustrated stories, children are invited to explore language, ask questions and recall events in order to aid language development, listening and memory skills. Each book contains a colourful and engaging story designed to appeal to young children, and with language specifically chosen for children with language needs.Key skills that these books support include: Comprehension Vocabulary Memory Sequencing Available either as a set or as individual books, the School Start Storybooks are a vital resource for professionals looking to support language development either with individual children, or groups of children. Each book also contains guidance and prompt questions to help the supporting adult use the b

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Book SynopsisThis highly practical resource is designed to be used with children who need additional help in developing communication skills in Year 1. It offers a carefully structured group intervention which can be delivered by teachers or teaching assistants and is designed to boost language and sound awareness skillsSchool Start Year 1 includes: detailed advice on how to set up the programme and identify children who may benefit; a structured programme of 30 Language group sessions; a structured programme of 30 Sound Awareness group sessions; activities and learning objectives that link with the Primary curriculum; 56 resource templates that can be photocopied or downloaded from the website; templates to monitor each child's objectives and an end of year evaluation. Activities are supported by colourful and original illustrations to engage children's intTable of ContentsPart 1: Introduction Part 2: Group Session Sheets Part 3: Resource Templates Part 4: Programme Delivery Templates

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Book SynopsisAphasiafrom the Greek aphatos (speechless')describes impairments and disabilities in the use of language arising from, for example, strokes, trauma, tumours, surgery, or progressive brain deterioration. It includes problems with the expression and comprehension of language in speech, reading, writing, and signing.Research in and around aphasia continues to flourish such that, even for specialist aphasiologists, it is extremely hard to keep up to date with developments. There is a real threat of laboratory-based human research, neuropsychology, computational-modelling research, and brain-imaging studies proceeding in ignorance of each other. Indeed, the sheer scale of the growth in cognitive neuroscience makes this collection especially timely and welcome; it permits ready access to the most influential and important works across the full breadth of the discipline.The materials gathered in Volume I include explorations of the foundations of aphasiol

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Book SynopsisReminiscence Cue Cards Life events in the 50s/60s Places, items and moments collected from the 50s and 60s to remind and engage. This set of cards looks back to the 50s and 60s - every day moments, possessions and activities that were familiar during that time. The cards are particularly useful when used in conjunction with life history work sessions to facilitate and develop discussion. The cards will help users to recall people, events, experiences and stories from the past - the realistic images bringing memories to life and to share with others. The cards are loosely grouped into: Moments; Places; Possessions; Activities. Examples of cards include: Record player; Reel to reel tape recorder; Playing pat-a-cake; Saturday morning cinema; Hopscotch drawn on the pavement; 50s train carriage; and Black silver dial telephone. Particularly suitable to use in day care centres, memory clinics, care homes and other groups and will provide opportunities for socialising, preserving memory and creating a personal life history. Age: All ages. Contents: 36 A5 cards; accompanying booklet detailing ways to use the cards, boxed.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents36 A5 cards +booklet Boxed ISBN 978-1-9093-0116-0 Order Code D11-001-5951 GBP39.99 +VAT

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Book SynopsisFür Logopäden relevante neurologische Funktionsstörungen.- Neurologische Funktionsstörungen mit Auswirkungen auf die logopädische Befunderhebung und Behandlung.- Neurologische Notfälle.- Kurze Systematik neurologischer Krankheiten.- Untersuchungsmethoden in der Neurologie

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Book SynopsisThis is the third book in the series Children's Speech and Literacy Difficulties and is based on research and practice with school-age children with persisting speech and associated difficulties. It focuses on the psycholinguistic nature of their difficulties, how to design intervention programmes, and how intervention outcomes might be measured.Table of ContentsForeword. Preface. Acknowledgements. Chapter 1: Persisting Speech Difficulties. Chapter 2: Theory, Therapy and Methodology. Chapter 3: Stimuli Design: Segments in Single Words. Chapter 4: Working on Segments in Single Words. Chapter 5: Stimuli Design: Consonant Clusters in Single Words. Chapter 6: Working on Consonant Clusters. Chapter 7: Stimuli Design: Connected Speech. Chapter 8: Working on Connected Speech. Chapter 9: Generalisation. Chapter 10: Linking with Literacy. Chapter 11: Intelligibility. Chapter 12: Evaluating Intervention Outcomes. Chapter 13: Service Delivery Issues. Chapter 14: Putting the Speech back into Speech Therapy. Appendix 1: Speech processing profile. Appendix 2: Updated List of Examples of Tests for Each Question in the Psycholinguistic. Assessment Framework. Appendix 3: Speech processing model. Appendix 4: Template for Journal Review. Appendix 5: Examples of Core Vocabulary used with a child with PSDs. Appendix 6: Sample minimal pair lists. Appendix 7: Pro-forma for describing therapy tasks. Appendix 8: Child interview questions. Glossary. References. Index.

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Book SynopsisDyslexia is usually considered a disorder of childhood, but many sufferers continue to have problems during adulthood or were never helped in childhood. In the workplace, dyslexia can be the root cause of under performance that manifests itself in ways other than those typically associated with child dyslexics. This work deals with this topic.Table of ContentsAbout the Authors. Preface. Adult Dyslexia: Myths, Realities and Success. How Society can Disable or Empower Dyslexics. Disability Anti-Discrimination Legislation. Dyslexics in the Workforce: Strengths, Weaknesses and Reasonable Adjustments. Managing Adult Dyslexia in the Work Place. Counselling Adult Dyslexics. Appendix. Useful Organisations. References. Index.

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Book SynopsisThis book explains the principles of effective communication and demonstrates how techniques adopted from theoretical models like operant learning, classical learning, social learning, and cognitive therapy can be used to enhance the interactive and problem-solving skills of patients. These skills can help patients develop better coping mechanisms and form healthier relationships.Table of ContentsKey Concepts of Communication and Problem-Solving SkillsTraining. Self-Awareness: A Foundation for Communication andProblem-Solving. Awareness of Others: A Fundamental Communication andProblem-Solving Skill. Communicating Requests. Responding to a Request from Another Person. Introduction to Assertive, Aggressive, and Passive Behaviors. Problem-Solving: Basic Principles and Cognitive-BehavioralStrategies. Coping with Factors that Interfere with Learning and Using NewSkills. Applications of Communication and Problem-Solving SkillsTraining. References. Indexes.

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Book SynopsisDyslexia is usually considered a disorder of childhood, but many sufferers continue to have problems during adulthood or were never helped in childhood. In the workplace, dyslexia can be the root cause of under-performance that manifests itself in ways other than those typically associated with child dyslexics.Trade Review"…I recommend it as essential reading for practitioners…" (The Occupational Psychologist, December 2002)Table of ContentsAdult Dyslexia: Myths, Realities and Success How Society can Disable or Empower Dyslexics Disability Anti-Discrimination Legislation Dyslexics in the Workforce: Strengths, Weaknesses and Reasonable Adjustments Managing Adult Dyslexia in the Work Place Counselling Adult Dyslexics

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Book SynopsisAre difficulties in dyslexia the same the world over? What can we learn from resources and practice in different countries? In this book, individuals, institutions and organisations have been gathered from around the world to report on the policies, resources and training for people with dyslexia and those who work with them. Over 50 countries are included in this guide, together with details of dyslexia associations and resources. This unique collection offers a wealth of information to parents, teachers and individuals who are seeking support. It also will be of interest to researchers, practitioners and policy makers. This book is also available as an electronic supplement to The International Book of Dyslexia: A Cross-Language Comparison and Practice Guide which is available from your bookshop or from John Wiley & Sons Ltd ISBN 0471498416 The complete volume is an extensive and wide-ranging guide to both dyslexia research and practice around the world.Table of Contents1 Dyslexia: A cross-linguistic framework (Ian Smythe and John Everatt). 2 Dyslexia in Arabic (Salim Abu-Rabia). 3 Dyslexia in Chinese (Wengang Yin and Brendan Weekes). 4 Research in Dyslexia in Danish (Dorthe Haven and Birgit Dilling Jandorf). 5 Developmental Dyslexia in the Dutch Language (Pieter Reitsma). 6 Developmental Dyslexia in English (Usha Goswami). 7 Dyslexia in Farsi (Kaveh Farrokh). 8 Dyslexia in Highly Orthographically Regular Finnish (Heikki Lyytinen, Mikko Aro and Leena Holopainen). 9 Dyslexia Research in German-Speaking Countries (Gerd Shulte-Körne). 10 Reading, Spelling and Dyslexia in Greek: Research on the) role of linguistic and cognitive skills (Costas D. Porpodas). 11 Developmental Dyslexia in the Hebrew Language (David L. Share and Mark Leikin). 12 Research on Dyslexia in Hungarian (Éva Gyarmathy). 13 Dyslexia in Italian (Patrizzio Tressoldi). 14 Learning to Read in Japanese: Word to sentence reading (Jun Yamada). 15 Dyslexia in Polish: Specific problems of dyslexic children in Poland (Marta Bogdanowicz). 16 Research on the Role of Phonology, Orthography and Cognitive Skills upon Reading, Spelling and Dyslexia in Brazilian Portuguese (Fernando C. Capovilla and Alessandra G.S. Capovilla). 17 Problems of Dyslexia in Russian (Olga Inshakova). 18 Dyslexia in Spanish (Almudena Giménez de la Pena). 19 Dyslexia in Swedish (Ingvar Lundberg). 20 Issues in the Assessment of Reading Disability in Second Language Children (Esther Geva and Lesly Wade-Woolley).

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Book Synopsisaeo Extensively re--written and updated, ensuring it remains the leading text in the field. aeo Reviews research on the cognitive deficits of dyslexia and the evidence concerning its biological basis. aeo Represents the only single authored book that offers a cognitive perspective on dyslexia.Trade Review"This book by Margaret Snowling...is a very welcome update of her well-received first edition book published in 1987 and reflects the significant amount of research that has taken place since this time. Margaret Snowling's thesis is that dyslexia is a consequence of a phonological deficit. Her evidence for this is extremely well presented throughout her book. Chapter 3 - The Phonological Representations Hypothesis - is exceptionally well written and assertively lays down the foundation of her argument. This book, although written with an academic rigour, cleverly embraces the impact of dyslexia on the individual...This promotes a very positive and optimistic theme on the treatment of dyslexia throughout the book. This book successfully provides a contemporary synthesis of research on the cognitive deficits of dyslexia and is strongly recommended to anyone with any involvement or interest in this complex area. It will be of enormous value to educational psychologists and teachers of students with specific learning difficulties and, no doubt, will continue to be the essential book on any training course's reading list on the subject. The book is very generously priced and therefore of exceptional value, given its contents." Dr. Barry Johnson BSc, Cert Ed, Dip Ed Psych, PhD, C. Psych Principal Educational Psychologist, The Dyslexia Institute. "An excellent view of the current state-of-the-art in dyslexia research, as is to be expected from this author, who is a recognized authority in the field. It is committed to a phonological approach to dyslexia, which explains the condition as a deficit of phonological representations. Snowling's book gives an outstanding account of this research tradition." TRENDS in Cognitive Sciences, Vol 5, No 3, March 2001. "Dyslexia is a basic work that explains in a very understandable way, very complex themes. It gives insight in the definition, ethicality and the treatment of children with dyslexia. That makes this work definitely a must-read (or: definitely very recommendable) for anyone that wants to resource himself in the understanding of and dealing with children that have dyslexia. On top of that, even experienced therapists get a better insight in the severity and characteristics of the problems of their clients". SIG NAAL, Journaal van Vormingsdienst SIG, August-September 2001.Table of ContentsPreface to the Second Edition. 1. What is Dyslexia?. 2. The Definition of Dyslexia. 3. The Phonological Representations Hypothesis. 4. Learning to Read and to Spell. 5. Dyslexia: A Written Language Disorder. 6. Individual Differences in Dyslexia. 7. The Severity Hypothesis. 8. Biological Bases of Dyslexia. 9. Dyslexia: A Sensory Impairment?. 10. Helping to Overcome Dyslexia. 11. Proficiency and Deficiency: The Role of Compensation. 12. Conclusions and Future Prospects. References. Index.

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Book SynopsisTrade Review"A superb account of how a controversial technology becomes normalized patient by patient. While following families from newborn screening to post-Cochlear implant, Laura Mauldin shows that little of the political turmoil related to this medical technology is salient for the parents faced with a child with hearing loss."—Stefan Timmermans, University of California, Los Angeles"Dr Mauldin is a talented writer who offers keen insight in several areas where practitioners can improve."—Journal of Deaf Studies and Deaf Education Table of ContentsContentsAbbreviations Introduction: Medicalization, Deaf Children, and Cochlear Implants1. A Diagnosis of Deafness: How Mothers Experience Newborn Hearing Screening2. Early Intervention: Turning Parents into Trainers3. Candidates for Implantation: Class, Cultural Background, and Compliance4. The Neural Project: The Role of the Brain5. Sound in School: Linking the School and the ClinicConclusion: The Power and Limits of TechnologyAcknowledgmentsNotesBibliographyIndex

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