Speech and language disorders Books

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Book SynopsisReviews work in the area of communication and communication skills as they relate to the hearing-impaired child. Topics covered include: the aims of human communication; cognitive mechanisms; and speech intelligibility.

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Book SynopsisPragmatics has become an increasingly important topic in speech therapy. This book presents its material in a form accessible to practitioners and addresses the applied areas of most concern to speech therapists.Table of ContentsPreface. General Preface. Chapter 1 Introducing pragmatic disability. Chapter 2 Pragmatics and the study of language use. Chapter 3 Studing pragmatic disability. Chapter 4 Pragmatic ability in children: development and disorders. Chapter 5 Explaining pragmatic disability: linguistic and pragmatic factors. Chapter 6 Alternative explanations. Chapter 7 Assessing pragmatic disability. Chapter 8 Future directions. References. Index.

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Book SynopsisProfiling has been acknowledged as a major contribution to the treatment of language disorder. First developed with reference to grammatical disability, profiling is extended in this book to cover segmental phonology, prosody and semantics. The book also includes a revised version of the grammatical profiling procedure, LARSP. For this second edition of the book all the existing material has been updated. In addition there is a new chapter, entitled "Putting Profiles into Practice", which contains extracts from case studies and several guidelines for teaching and therapy.Table of ContentsPreface to second edition. Preface to first edition. 1. Linguistic profiles. 2. LARSP (language assessment, remediation and screening procedure). 3. PROPH(Profile of phonology). 4. PROP (prosody profile). 5. PRISM (profile in semantics). 6. Putting profiles into practice. Bibliographical notes. Index.

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Book SynopsisThe functional approach to the treatment of aphasia is embodied in the methods and techniques of Promoting Aphasic's Communicative Effectiveness (PACE), which has had an international influence on the way therapists approach the rehabilitation of aphasia patients. However, there is a shortage of research into the approach and little up-to-date practical guidance on its application. D. Carlomagno's concise book aims to provide a guide to the use and efficacy of PACE methodology which should be useful for aphasia therapists.Table of ContentsForeword. Preface. Acknowledgements. Introduction. Chapter 1 Communicative competence in aphasia andtherapies for improving communication. Chapter 2 PACE approach: a comprehensive theory for a pragmatically oriented method of treating aphasic disturbances. Chapter 3 PACE therapeutic practice. Chapter 4 Evaluating communicative effectiveness of patient (and therapist's behaviour) in the PACE setting. Chapter 5 The effectiveness of PACE therapy: does it promote the communicative effectiveness of aphasic subjects? Chapter 6 General conclusions. References. Index.

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Book SynopsisChildhood speech and language disorders from symptom to intervention Phonological Disability in Children: Studies in Disorders of Communication provides a detailed look at the field's current body of knowledge. Covering speech and language disorders as well as their detection, causes, and intervention options, this book provides therapists, teachers, and parents with invaluable insight into a variety of disorders. Topics include childhood apraxia, orofacial myofunctional disorders, stuttering, selective mutism, preschool language disorders, alternative communication, learning disabilities, and more. Suitable for graduate-level study, this book provides a useful resource for anyone working with affected children.Table of ContentsGeneral Preface. Preface. Preface to the Second edition. Notation. 1. A linguistic approach. 2. Aspects of phonological acquisition. 3. The analysis of a child's speech. 4. The methodology of data collection. 5. The nature of deviant phonology. 6. Issues in remediation. 7. Recent developments. References. Index.

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Book SynopsisThis is a celebratory volume in honour of Professor T.R. Miles of the Bangor Dyslexia Unit. Among the papers offered by known specialists in the field are "Differential Diagnosis of Developmental Dyslexia", by P. Aaron, and "Evaluating Teaching Methods", by Michael Thompson.Table of ContentsPart I - The Theoretical Constructs of Dyslexia. Differential Diagnosis fo Reading Disabilities, P.G. Aaron. Visual Deficit Models of Dyslexia, Gorodn Stanley. Part II - The Specific Nature of Dyslexia. Neurobiological Patterns in dyslexia, Drake D. Duane. Dyslexia and Skill - Theoretical Studies, Roderick I. Nicolson and Angela J. Fawcett. The Cognitive Psychology of Developmental dyslexia, Nick Ellis. Elementary Symbol Processing in Less Skilled Readers in a componential Frmework, Che Kan Leong. Part III - The Identification of Dyslexia. Diagnosing Dyslexia in The Classroom - a Three Stage Model, Peter Gardner. Towards a Rationale for Diagnosois, T.R. Miles. Quantifying Exceptionality - issues in Psychogical Assessment of Dyslexia, Martin Turner. Part IV - Education management of The Dyslexic Child. How Dyslexics Respond to Specialised Teaching - Some Practical and Theoretical Issues, Michael Thomson. Whole School provision for The Whole Child, Steve Chinn. Early Help Means a Better Future, Jean Augur. Part V Diverse Routes to a Wider Understanding. Unconventional treatments for Dyslexia, C.R. Wilsher. The Human Aspects of Dyslexia, Gerald Hales. Musical Problems? - Reflections and Suggestions, Margaret Hubicki.

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Book SynopsisThis book presents a collection of accounts by internationally renowed experts on current techniques in the instrumental investigation of speech and disorders of speech.Table of ContentsRecording and Displaying Speech, Marcel A.a. Tatham et al. Spectrogrpahy, Alvirda Farmer. Electromyography, Michel Gentil and Walter H. Moore. Aerometry, James Anthony and Nigel Hewlett. Electrolaryngography, Evelyn abberton and Adrianfrocin. Electropalatography, William J. Hardcastle and Fiona Gibbon. Imaging Techniques, Martin J. Ball and Berthold Groene. Auditory phonetic Techniques, Chris Code. Time-variated Speech, Linda Riensche et al. A pc-based Experimentation, Assessment and Treatment Technique, Wolfram Ziegler et al.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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