Speech and language disorders Books

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Book SynopsisThis book focuses explicitly on therapeutic techniques developed from a social model approach to disability and learning to live with difference. It describes theories, activities and methods of implementation developed from the work of Connect with people with long term aphasia. Theoretical discussion runs alongside practical ideas for therapy and evaluation, case studies and commentaries from the authors regarding the method and means of implementation. Synthesises theory and practice in this new area of service delivery. Its non-impairment led focus of the therapies means that it has wide appeal to therapists, health service professionals and volunteers who work with people with chronic disabilities affecting lifestyle and communication.Trade Review'This simply written and excellently organised book describes an integrated social and linguistic model and practice for living with aphasia...is a highly useful clinical guide and resource for those working in rehabilitation centres or community agencies' - Marilyn Gomberg-Silver, Aphasia Institute, Toronto, Ontario, JSLPA 'The material is clearly written and the book provides well produced visual aids...particularly impressive is the drawing by Daniel of stress and aphasia. It provides good instruction on how to facilitate communication in a variety of existing ways. Any professional could gain something from this book' - Shelagh Brumfitt, University of Sheffield, International Journal of Geriatric Psychiatry 'Overall, I highly recommend this book. Speech pathologists and speech pathology students should find it useful...It is practical, theoretically and clinically stimulating, readable, and thought-provoking...it has a powerful message' - Deborah Hersh, Speech Pathology Australia '..an excellent, accessible synthesis of theory and practice...[and] is an enjoyable, inspiring read for anyone involved in group therapy for people with aphasia' - RCSLT BulletinTable of Contents Developing therapies for living with communication disability; Partnerships and practicalities: groupwork, goal setting and evaluation; Facilitating Communication; Breaking down the barriers; Developing therapies for developing identities; Aphasia and beyond: real-life therapy.

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Book SynopsisThrough the medium of detailed clinical case reports, written by well-respected clinicians and researchers working internationally in the field, Clinical Cases in Dysarthria discusses the challenges, and rewards of applying evidence-based procedures to people with dysarthria in real-life busy routine clinical settings. The text opens with an introduction to the latest research and practices within dysarthria treatment and sets the scene for the eight individual case reports which follow. These case reports form the core chapters of the text and cover themes that range from clinical diagnostic conundrums to applying popular, and/or novel intervention approaches to different populations where dysarthria presents. Each chapter has a specific argument drawing on theoretical principles of assessment and rehabilitation, incorporating latest research evidence to help readers problem-solve similar cases in their clinical practice. Throughout the text, readers are encourTrade Review"'What do I need to do to make a difference?' might be our most important and frequently asked question as clinicians. In this insightful and accessible presentation of Clinical Cases in Dysarthria, well-known authors and editors Margaret Walshe and Nick Miller describe, together with invited authors, a number of relevant and informative case examples, cases that reveal the depth and complexity of the communication problems faced by individuals with dysarthria and their clinicians. And they do it with the passion to make a difference. Walshe and Miller provide us with an opportunity to learn from individuals and to thereby find principles to apply in other cases. We gain new perspectives, rather than just solving problems." -- Professor Lena Hartelius, Department of Health and Rehabilitation, University of Gothenburg, Sweden.'"What do I need to do to make a difference?" might be our most important and frequently asked question as clinicians. In this insightful and accessible presentation of Clinical Cases in Dysarthria, well-known authors and editors Margaret Walshe and Nick Miller describe, together with invited authors, a number of relevant and informative case examples, cases that reveal the depth and complexity of the communication problems faced by individuals with dysarthria and their clinicians. And they do it with the passion to make a difference. Walshe and Miller provide us with an opportunity to learn from individuals and to thereby find principles to apply in other cases. We gain new perspectives, rather than just solving problems.' Professor Lena Hartelius, Department of Health and Rehabilitation, University of Gothenburg, Sweden'There are a multitude of valuable ways to study and improve the evaluation, diagnosis and care of people with dysarthria. The cases in this book illustrate more effectively than any randomized controlled trial or rigorously-controlled single-subject study that optimal real-world clinical care for people with dysarthria is an art based on science. This book exemplifies the great educational and heuristic value of case studies from expert clinicians and experienced researchers who understand the importance of evidence in diagnostic and treatment decision-making, while maintaining a central focus on the needs of our patients within the world in which they live'.Professor Joseph R. Duffy, Emeritus Consultant & Professor Speech Pathology, Mayo Clinic, Rochester, USATable of Contents1. Dysarthria: Setting the Scene 2. A Trip Up the Garden Path: Functional Speech Disorders 3. Dysarthria Associated with Hypoglossal Nerve Palsy and COVID-19 4. Case Report on Speech Treatment of a Young Adult with Down Syndrome 5. Be Clear, an Intensive Treatment for Non-Progressive Dysarthria: A Case Report 6. Be Clear Online – A Telepractice Application for Dysarthria Rehabilitation 7. Looking Beyond the Impairment: The Psychosocial Impact of Dysarthria on the Speaker 8. Saving Lost Voices: A Toolkit for Preserving Communicative Identity 9. A Better Conversations Approach for People Living with Dysarthria 10. Concluding Thoughts

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Book SynopsisThis book, the first in an exciting new series, provides speech and language therapy students and newly qualified and beginning stammering specialists with 100 key points that will help form a strong foundation for their work supporting adults and teenagers who stammer.Composed of practical, relevant and useful advice from an experienced clinician, chapters break advice down into sections which include information about the therapeutic relationship, therapeutic approaches and signposts to further resources. Throughout the book, comments from stammering specialists describe what they wish they had known at the start of their careers. This book: Puts the person who stammers at the heart of therapy, following the clinical choices they might make Is written in an accessible style, designed to be dipped in and out of as required Draws on the experience of therapists working with those who stammer Full of advice and guidance to support Trade ReviewDr Trudy Stewart has done it again: written a highly accessible, comprehensive and practical book aimed at newly qualified and therapists starting to specialise in stammering. I would argue that this book is also useful for experienced speech and language therapists looking to keep up-to-date with the latest thinking on therapy approaches for young people and adults who stammer.Navigating Adult Stammering has a pleasing logical structure, starting (quite rightly) with the person who stammers, moving onto the therapist and the relationship between the two, before describing a range of therapy approaches. In this way the reader gains an overview of the different options available. The book is peppered with useful example of real people Trudy has worked with over the years and their stammering therapy journeys, bringing to life the therapy process. In this way Trudy generously shares her skills and knowledge and is not afraid to describe when she has not always got things right and what she learnt from those experiences. In line with this desire to share learning from others, she includes comments from practising therapists reflecting on what they wish they had known at the start of their work with dysfluent clients.Another useful feature occurring throughout the book is the way Trudy highlights commonly occurring difficulties/challenges and possible solutions when describing particular ways of working. In this way Trudy skilfully anticipates the questions often posed by therapists new to the stammering field: ‘what do I do if this happens?’. Moreover, she signposts the reader to a list of useful resources at the end of every section.The two sections which I believe deserve particular mention focus on psychological approaches and the stammer more proudly movement, the former for the way it brings so many different psychological approaches together in one place, the latter for its inclusive and reflective content. For any therapist working in stammering, whether new to the area or experienced, it is incredibly helpful to become more knowledgeable about the ways a client can be supported psychologically and how we as therapists are often the best people to carry out this role.With regards to the Stammer more proudly section. I was deeply impressed by the way Trudy describes this relatively new way of considering stammering through the lens of the social model of disability. She takes into account ground-breaking work in this area as well as seeking individual views of people who stammer. She does not shy away from reflecting on the potentially uncomfortable questions the stammer more proudly movement pose for us as therapists, and how her own thinking and practice has changed. In summary, Trudy proves herself once again to be the ultimate clinician’s clinician. Drawing upon her decades of working with people who stammer, she offers through this book an invaluable overview and insight into how we as therapists can best empower our clients who stammer.Rachel Everard, Speech Therapy, City Lit., LondonRecently, the publishing market has come with more and more increasingly valuable publications on stammering. Trudy Stewart's book, although intended for newly qualified speech-language therapists and those just starting to specialize in stammering, will – without a doubt – be enthusiastically received by experienced fluency experts as well. This publication covers all the essential topics related to the stammering intervention. Attentive readers are granted access to both – the primary theoretical content and the details on stammering therapy practice. The publication also discusses the psychological approaches used in stammering. Furthermore, the author explains complex topics, e.g., relapse in stammering therapy. The book is written clearly and reader-friendly while integrating updated knowledge with the author's rich clinical experience. From the very beginning, the reader will confront a holistic and humanistic approach to stammering and people who stammer. This book promotes stammering therapy based on trust, acceptance, and partner cooperation between the speech-language therapist and the clients along with their families and community.The uniqueness of this book is that it was written by a wise, extraordinarily experienced, and modest professional who emphasizes building a partner relationship from the first moments of contact with the client. The author shows how important it is to become an attentive therapist who can listen to the clients – learn from them and with them. It should be appreciated how open and ready the author is to share her own thoughts, be authentic and sincere in contact with the client. Her eagerness as an SLT to reveal her imperfections is laudable. Her understanding and acceptance toward the stammering phenomenon and individuals who stammer can model her readers. Above all, the commentaries by the experienced clinicians, including the author herself, wishing that they had attained this knowledge when they were newly qualified clinicians have added vital wisdom. These comments are a treasure trove and contain important lessons for any clinician. I cannot wait for this book to be available in the bookstores. As a professor, I can imagine how meaningful it will be for speech-language therapy students to familiarize themselves with its content. I wish I had had the opportunity to read this book when I took my first steps in stammering therapy.Professor Katarzyna Węsierska, University of Silesia in Katowice, Poland, European Fluency Specialist & ECSF coach, International Cluttering Association Secretary Despite stammering being a core part of Speech and Language Therapy training, the first steps into working with clients who stammer can be daunting. I well remember the anxiety before stepping into the waiting room to greet my first adult client who stammered. What if they ask me something I couldn’t answer? Am I up to the job of this ‘specialist’ area? And, worst of all, what if my lack of experience makes their situation worse? In this book, Dr Trudy Stewart eases the transition into the world of working with adults who stammer by acknowledging these worries and providing clear and sensible steps forward. Dr Stewart has long been a leading voice in the field of stammering. Her background of clinical work, leadership, research and teaching all have a common thread of ‘client-centeredness’ woven through them. The same is true from this book. Through these navigational points she provides a road map for working with adults who stammer, but with the reassurance that the final destination isn’t ours to know. The client will set the destination and choose the mode of travel. Our job is to help plan the route and make appropriate stop offs at key places. Through a clearly laid out and accessibly written series of chapters we are guided through this journey; starting with first principals about stammering and challenging the potential preconceptions that newer clinicians may have about their role and purpose when working with adults who stammer, moving through initial meetings and case histories and into the range of therapy and support options we may employ. To do this she draws on well-established ways of working and also introduces newer ideas (e.g., stammer more proudly) with equal weighting to the old. She shares what has worked from personal and shared experiences, as well as discussing what the academic literature has to say on the subject, suggesting stop off points along the way by sign posting resources or further reading for those who wish to delve deeper. Throughout the book Dr Stewart provides a neutral discussion about the range of approaches to working with stammering, placing herself firmly in the midpoint, not pushing a particular approach on the client, but being there to explore options and find what works for them. Each chapter is broken down into short bite sized points to consider along the journey. This allows the reader to dip in and out of the book, using the book as a reference guide and checking in throughout working with the client. I heartily recommend this book to clinicians taking their first steps into the world of stammering. I’m certain that had this been available to me as a new clinician I would have had a well thumbed copy in the top drawer of my desk at all times. And who knows, I may still do so. Whilst reading this book I couldn’t help but reflect on the clients that I’m currently working with, checking in that I had spent enough time at each stage of the journey, making sure that I hadn’t missed or over looked part of the process. After all, even experienced travellers need a map sometimes.Ben Bolton-Grant, Course Director, MSc Speech and Language Therapy, Speech and Language Sciences, Leeds Beckett UniversityI never thought I’d say this about a textbook but this book is a great read! The book is filled with an extensive variety of information and approaches which is not only detailed, but clear and comprehensive. From a Speech and Language Therapist (SLT) student’s perspective (having not learnt about stammering yet), the book gave me a deep insight into dysfluency and most importantly, individuals who stammer. Trudy truthfully reflects on her personal growth as a therapist and emphasises the positivity in inexperience; showing your uncertainty and vulnerability is an influential approach when working with a client. I can only imagine how useful this book will be to a therapist who is feeling inexperienced in a role where they are new to stammering. The advice felt relatable and reassuring, whilst reminding me that we, as therapists, should always aspire to self-improve. What traits can I develop further? What can I do now that I wasn’t doing before? The use of hypothetical situations, real-life case examples and analogies helps evoke a profound sense of empathy and understanding from the reader - making the book distinct in contrast to other textbooks. By the end of the book, I felt I had a well-rounded, holistic view of the person who stammers and the various therapy approaches. The use of critical evaluation in the book on perspectives such as the medical and social models of disability also allows the reader to challenge the generalizations and stereotypes associated with stammering.This book is invaluable to a therapist new to stammering, as Trudy talks about knowledge that she wishes she had known at the start of her role. I really recommend this book, whether it is utilised to update therapists on new research or as a starting out ‘go to’ resource. I will certainly take forward many of the book’s approaches and advice into my future as a SLT.Isobel Hart, Student Speech & Language therapist Dr. Trudy Stewart has composed a true gift for both Speech and Language Therapists (SLTs) working in the field of Stammering, as well as clients seen by therapists who read this book. I would go as far to say that this brilliantly structured book is a Stammering Therapy Bible for SLTs. Dr. Stewart’s wealth of knowledge and experience is admirable, and she has created a practical, applicable, and generalisable guide for SLTs. This book is extremely comprehensive whilst remaining concise and easy to read and navigate, and is essential reading for SLTs in this field. It will support therapists to be truly person-centred, use evidence-based practise, and empower and promote advocacy for a person with a stammer. The incorporation of advice regarding how to be a good therapist and build an appropriate, strong, therapeutic relationship is invaluable. For newly qualified therapists or those starting out in this area, the many therapeutic methods in this field can often feel overwhelming and daunting; however, this book consolidates the extensive volume of research and therapy approaches available into an organised filing cabinet. The anecdotal examples, structure and diagrams make this book highly accessible and enable a therapist to apply their knowledge from this book to their practise. This book is also a fantastic resource for further reading, as Dr. Stewart provides references and recommendations regarding where to find further information on specific areas- essentially, doing all the legwork and saving many hours of research for the reader. Furthermore, this book is highly relevant to current times in terms of considering and exploring newer approaches such as telehealth, the social model to health, the importance of psychological approaches such as mindfulness, and stammering pride. I am truly grateful for Dr. Stewart’s ability to create such an enjoyable, comprehensive, and accessible book for which I would like to thank her on behalf of all SLTs with an interest in this area.Ashleigh Wolinsky, Speech and Language Therapist, Gesher SchoolIt's far too common to see a great divide in the world of stuttering. The divide between the top of the iceberg and the bottom of the iceberg, between professionals and people who stutter, between the push to change and the need to accept, between the individual journey and the broader movements.This book weaves it together - presenting a broader range of perspective and experiences. The reader of this book will be smarter about stuttering in general.And more importantly and far more rare, the reader will understand more of the inside story.Uri Schneider, MA CCC-SLP, Director, Schneider Speech Faculty, University of California Riverside School of MedicineTable of ContentsIntroduction Section A: The Person who Stammers Section B: The therapist Section C: The therapeutic relationship Section D: Beginning sessions Section E: Therapy: General points Section F: Therapy: Fluency modification or speak more fluently approach Section G: Therapy: Stammering modification or stammer more easily approach Section H: Therapy: Stammer more proudly Section I: Psychology approaches Section J: Maintaining positive outcomes and planning for the re-emergence of roles and behaviours Section K: Support Networks Final Thoughts Appendix 1: Formal assessments currently in use Appendix 2: Cognitive Restructuring: learning to attach unhelpful thoughts

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Book SynopsisAnalysis of discourse production among speakers with acquired communication disorders is an important and necessary clinical procedure. This book provides a comprehensive review and discussion of aphasia and its related disorders, their corresponding clinical discourse symptoms that speech-and-language pathologists should address, and the different methods of discourse elicitation that are clinically and research oriented.This edition has been thoroughly updated throughout to include the latest research, including advances in word retrieval and discourse production, cognitive and multicultural aspects of disordered discourse production, application of technology to understand and evaluate spoken discourse, and evidence-based intervention of discourse impairments. Contemporary issues related to disordered/clinical discourse elicitation are added. Recent advancement in discourse analysis is covered and discussions of various treatment options of discourse symptoms are provided.Table of ContentsChapter 1 – Acquired Language Deficits Associated with Aphasia and Related DisordersChapter 2 – Elicitation Procedures of Discourse SamplesChapter 3 – Clinical Assessment of Disordered DiscourseChapter 4 – Research-Oriented Frameworks for Narrative AnalysisChapter 5 – Multi-Linear Transcription and Analysis of Oral DiscourseChapter 6 – Multi-Modal and Multi-Level Analysis of Oral DiscourseChapter 7 – Considerations for Treatment Options That Can Facilitate and Enhance Discourse ProductionChapter 8 – Considerations for Multilingual and Culturally-Diverse PopulationsChapter 9 – Further Directions of Clinical Discourse Analysis

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Book SynopsisIn children, mental health challenges and communication differences typically combine in complex and inter-related ways. Remarkably, this crucial point is all too often forgotten, and communication is overlooked. Services are frequently fragmented, leading professionals to look at children through distinct lenses of either mental health or communication, meaning insights can be incomplete and important perspectives unshared.Working with Child and Adolescent Mental Health makes the compelling case that communication is central and should be a primary consideration whenever we think about childrenâs mental health. With a practical focus, and an easy- to-read format, it suggests how this can be achieved by identifying how practitioners and services can work more cohesively to understand and optimise childrenâs communication capacities.This book includes: Practical advice, grounded in current research, and presented in an easy-to-read, digestible styleTrade Review“Addressing mental health needs in children and young people is one of the most urgent challenges of our time. McCool makes a compelling case for placing social communication at the centre of managing these needs. This book is essential reading for all speech-language pathologists involved in the care of these clients.” Louise Cummings, The Hong Kong Polytechnic University, China “This is an important book for anyone who wants to support young people’s mental health, offering both theoretical and practical insights. Communication support needs are often overlooked in young people with mental health issues although they can have devastating implications, not least on the efficacy of any intervention offered.” Melanie Cross, Speech and language therapist, author, and video interaction guidance supervisor “The format of this book is beautifully balanced: it is authoritative, yet concisely and clearly written; it is highly practical yet packed with useful information. It will go a long way towards closing the gap between speech and language therapy and the rest of the child mental health world.” Helen Minnis, Professor of Child and Adolescent Psychiatry, University of Glasgow, Scotland "This book is an excellent resource for SLTs working, in child and adolescent mental health services (CAMHS) and anywhere else where a child or young person has mental health needs. It is the book I have been waiting for since I started working in an inpatient CAMHS service. The book is full of useful resources which can be used straight away, and it is written in a very accessible format. There are very clear examples of why it is so important to look at both communication and mental health and it describes how these are so intertwined. I feel it is also a useful resource for other mental health professionals to help them understand why SLTs are so important in mental health settings." - Hayley Rosenthall, Advanced Specialist SLT, RCSLT Bulletin, Winter 23/24 Table of ContentsAcknowledgements List of Tables Introduction Chapter 1: The central role of language and communication Chapter 2: Ways of thinking about mental health and communication Chapter 3: Practitioner competencies Chapter 4: Learning from experience Chapter 5: Considering social communication in children and young people Chapter 6: Responding to social communication needs Chapter 7: Changing contexts and cultures Index

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Book SynopsisThe Sense of Hearing is a highly accessible introduction to auditory perception, addressing the fundamental aspects of hearing. This fourth edition has been revised to include up-to-date research and references. In particular, Chapter 7 on Pitch and Periodicity Coding and Chapter 13 on Hearing Loss include new material to reflect the fast pace of research in these areas. The book introduces the nature of sound and the spectrum, and the anatomy and physiology of the auditory system, before discussing basic auditory processes such as frequency selectivity, loudness and pitch perception, temporal resolution, and sound localization. Subsequent chapters show how complex processes such as perceptual organization, speech perception, and music perception are dependent on the initial analysis that occurs when sounds enter the ear. The book concludes with a description of the physiological bases and perceptual consequences of hearing loss, as well as the latest diagnostic techniques and management options that are available.Featuring student-friendly resources, including an overview of research techniques, an extensive glossary of technical terms, and over 150 original illustrations, The Sense of Hearing offers a clear introduction and an essential resource for students in the fields of audiology and sound perception.Trade Review'I am delighted to recommend the fourth edition of The Sense of Hearing. The book is fully up to date and provides a very clear and accurate introduction to auditory perception and its neural basis, including disorders of hearing. The book is written in a highly accessible way and will be suitable for undergraduate and masters level courses in psychology, audiology, music, audio engineering, and audio design.'Brian C.J. Moore, Cambridge University, UK'Every course on auditory psychophysics needs a book that summarizes the history of the field and highlights new and exciting findings in existing literature in a manner that can be digested by students. Chris Plack’s new book offers the perfect combination of experimental outcomes and models with outstanding diagrams.'Ruth Litovsky, University of Wisconsin, USA'This book is a must-have for students of auditory perception, and hearing sciences more generally. Even the more complicated topics are presented in an approachable and systematic way that makes it suitable both for classroom teaching and for self-study. I would highly recommend it for courses at both the undergraduate and graduate level.'Andrew Oxenham, University of Minnesota, USA'Written in an approachable and comfortable style, The Sense of Hearing is fully recommended to any student interested in hearing science. It is an engaging introduction to all the key topics, from the classic experiments that underpin current knowledge to the potential research questions of the future.' Michael Akeroyd, University of Nottingham, UKTable of ContentsPreface 1. Introduction 2.The Nature of Sound 3. Production, Propagation, and Processing 4. A Journey through the Auditory System 5. Frequency Selectivity 6. Loudness and Intensity Coding 7. Pitch and Periodicity Coding 8. Hearing over Time 9. Spatial Hearing 10. The Auditory Scene 11. Speech 12. Music 13. Hearing Loss 14. Concluding Remarks. Appendix: Researching the Ear

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Book SynopsisThe Social Communication Intervention Programme (SCIP) has been developed to support school-aged children (6â11 years) with social communication, pragmatic, and language needs. The Social Communication Intervention Programme Manual provides a rationale and method for providing specialist level language therapy for these children who have significant social communication differences. Evidence for the effectiveness of SCIP is included in The Manual.This book introduces the SCIP model and explores the three main components: social understanding/social inference, pragmatics, and language processing. Guidance is included on how to link assessment with therapy, how to plan and individualise interventions, and how to proceed with the programme. It contains a wealth of real-life case examples to illustrate key points, with step-by-step instructions for carrying out the interventions.Used alongside The Social Communication Intervention Programme R

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Book SynopsisProvides students and clinicians an opportunity to gain insight into the unique and varied presentation and management of dysphagia across a range of different conditions and refine their clinical problem solving. Table of Contents1. Case Reports in Dysphagia: An Introduction Margaret Walshe and Maggie-Lee Huckabee 2. Instrumental Assessment and Skill-Based Dysphagia Rehabilitation Following Stroke Lucy Greig, Kristin Gozdzikowska and Maggie-Lee Huckabee 3. Chronic Dysphagia Following Traumatic Brain Injury Julie Regan 4. Management of a Patient with Amyotrophic Lateral Sclerosis: Focus on Patient Autonomy and Quality of Life Paige Nalipinski and Stacey Sullivan 5. Dysphagia in Parkinson’s Disease Emilia Michou and Vicky Nanousi 6. Dysphagia Associated with Head and Neck Cancer Grainne Brady and Justin Roe 7. Dysphagia in an Individual with Alzheimer’s Disease Margaret Walshe, Éadaoin Flynn and Marion Dolan 8. Dysphagia Associated with Respiratory Disease Ulrike Frank and Katrin Frank 9. Multidisciplinary Management of Paediatric Dysphagia Paige Thomas, Sasha Adams and Maggie-Lee Huckabee 10. Beyond Case Reports: Putting the Single Subject Design to Work Joseph Murray

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Book SynopsisThis book is the supporting guide for Speech Bubbles 1,the first set in an exciting new series of picture books designed to be used by Speech Language Therapists/Pathologists, parents/caregivers, and teachers with children who have delayed or disordered speech sound development, children receiving speech therapy, or by those wanting to provide sound awareness activities for their children. This user guide contains notes for both professionals and caregivers, to support the use of one or all of the picture books in the series.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisDeveloping Early Communication, Language and Learning Skills at Home is full of tried-and-tested, practical activities for children developing their communication, language and learning skills including those with special educational needs and disabilities. This book provides parents, teachers and therapists with a range of playful and engaging activities to consolidate and develop children's language and communication skills at home and school.Organised into five areas, the resource includes motivating activities around the themes of outdoor activities, daily routines, messy play, games for turn-taking and games to encourage creativity and make sense of the world. Features include: 50 activities, each with a list of equipment, instructions, top tips, key vocabulary and ideas for extending the activity next time Symbol boards for each activity to support children's understanding and experiences Photocopiable sheets for ease of useTable of ContentsPreface 1. Introduction 2. Explore Outdoors: 10 playful activities to engage in outdoors 3. Daily Routines: 10 playful activities to enjoy during daily routines 4. Messy Play: 10 playful activities that use everyday items 5. Games: 10 playful activities to develop turn-taking and friendships 6. Understanding the World: 10 playful activities to help children make sense of the world and develop their creativity

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Book SynopsisIn this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children's reading and spelling development: pre-school phonological knowledge of rhyme and alliteration the impact of alphabetic instruction on knowledge about phonemes links between early spelling and later reading. This classic edition includes a new introduction from the authors which evaluates research from the past 25 years. Examining new evidence from auditory neuroscience, statistical modelling and orthographic database analyses, as well as new data from cognitive developmental psychology and educational studies, the authors consider how well their original ideas have stood up to the test of time.Phonological Skills and Learning to Read will contiTrade ReviewThis book really gives one the feeling that progress has been made. The meticulous stock-taking evident in the extensive literature review has brought this out. The great puzzle of the phoneme in literacy is virtually solved. The hunt for this solution has been one of the most exciting enterprises in psychology today. Moreover, it has brought developmental psychology into direct contact with educational practice. This book is scholarly yet clear, didactic yet fun to read. It can be recommended to anybody who has ever wondered how children learn to read…I am wholly enthusiastic about this book, and I believe that it will be much in demand as a set course book. - Uta Frith, MRC Cognitive Development Unit, London, UK Goswami and Bryant have provided us with an excellent book. It is clearly written and a delight to read. It is relevant to both theory and the practical task of teaching children to read. It will, deservedly, be read by a wide audience. - Margaret Snowling, Journal of Child Psychology and Psychiatry I have thoroughly enjoyed reading this monograph…The argument is a delight…This will be a very valuable contribution to thinking about the role of phonological processing in reading and in learning to read, but it will also be usable as an undergraduate text. I shall certainly consider using it to support my own course on Reading and Understanding. -Geoffrey Underwood, University of Nottingham, UK Goswami and Bryant assemble an impressive number of research studies which bear on their thesis, outlining them clearly and succinctly. They write persuasively but never dogmatically, revealing a refreshing willingness to give credit to theoretical positions other than their own. This book deserves serious attention by all those who are keen to relate the practice of the teaching of reading to theory which is firmly grounded in careful empirical work. -Katherine Perera, The Times Higher Education Supplement Perhaps the real contribution of this attractive monograph is that it offers a new conceptualisation of the relationship between speech and literacy which can give an exciting direction for future research. -P.H.K. Seymour, The Times Higher Educational Supplement I think this is an excellent and timely book. It has been a pleasure reviewing it. -Charles Hulme, University of York, UKThis is a revised edition of the authors' groundbreaking work, which revists their theory about how phonlogical skills support the development of literacy. This new edition evaluates research from the past 25 years and examines fresh evidence from a wide variety of associated fields, assessing how the original theory stands the test of time. - Neil Henty, Early Years EducatorTable of ContentsPraise for the First EditionIntroduction to the Classic Edition1 Phonological Awareness and Reading. 2 How Children Read Words.3 Spelling and Phonological Awareness. 4 How Children Read and Write New Words. 5 Comparisons with Backward Readers and Spellers.6 Correlations and Longitudinal Predictions.7 Teaching Children About Sound. 8 Do Children Read and Fail to Learn to Read in Different Ways from Each Other. 9 Theories About Learning to Read.Index

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Book SynopsisAn interdisciplinary textbook on dry mouth, Xerostomia: An Interdisciplinary Resource for Practitioners provides an overview of xerostomia for physicians, dentists, nurses, speech-language pathologists, and otolaryngologists who encounter the condition in their practice. Xerostomia is a common condition, yet only one in seven cases are referred to a speech-language pathologist or otolaryngologist for treatment. Featuring contributions from speech-language pathologists, otolaryngologists, dentists, oral pathologists, and nurses, the text’s interdisciplinary approach and evidence-based framework provides practitioners with an awareness and understanding of xerostomia that will improve interprofessional coordination and enhance patient care. With a robust accompanying website including patient education resources, Xerostomia addresses the following topics: An otolaryngologist’s view of xerostomia, including causes, symptoms, evaluation, and treatment Patient perspectives of living with xerostomia, including quality of life measures and new research findings Effect of xerostomia on dental and oral health Voice disorders associated with xerostomia Impact of xerostomia on swallowing The science of saliva, including composition and production Pharmacological management of xerostomia Xerostomia: An Interdisciplinary Resource for Practitioners provides indispensable information for general practitioners, internists, dentists, nurses, otolaryngologists, speech-language pathologists, and speech-language pathology students, as well as any health care practitioners who encounter patients with xerostomia.Table of Contents Dedication Acknowledgments About the Editor Contributing Authors Introduction Xerostomia Patient Pages Chapter 1 Interdisciplinary Patient-­Centered Care for Patients With Xerostomia Chapter 2 Living With Xerostomia Chapter 3 The Science of Saliva Chapter 4 Causes, Evaluation, and Treatment of Xerostomia Chapter 5 Oral and Dental Effects of Xerostomia Chapter 6 Swallowing, Xerostomia, and Hyposalivation Chapter 7 Voice Disorders and Xerostomia Chapter 8 Pharmacological Management of Xerostomia Appendix: Drugs Having an Adverse Reaction of Xerostomia Financial Disclosures Index

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Book SynopsisFirst published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.Table of ContentsDiscourse in aphasia: An introduction to current research and future directions /Heather Harris Wright -- AphasiaBank: Methods for studying discourse /Brian MacWhinney; Davida Fromm, Margaret Forbes, and Audrey Holland -- Discourse treatment for word retrieval impairment in aphasia: The story so far /Mary Boyle -- A comparison of drill- and communication-based treatment for aphasia /Daniel Kempler and Mira Goral -- Monologues and dialogues in aphasia: Some initial comparisons /Elizabeth Armstrong, Natalie Ciccone, Erin Godecke, and Betty Kok -- A multi-level approach to the analysis of narrative language in aphasia / Andrea Marini, Sara Andreetta, Silvana del Tin, and Sergio Carlomagno -- Personal narratives in aphasia: Coherence in the context of use /Gloria Streit Olness and Hanna K. Ulatowska -- Lexical diversity for adults with and without aphasia across discourse elicitation tasks /Gerasimos Fergadiotis and Heather Harris Wright -- “Better but no cigar”: Persons with aphasia speak about their speech /Davida Fromm, Audrey Holland, Elizabeth Armstrong, Margaret Forbes, Brian MacWhinney, Amy Risko, and Nicole Mattison.

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Book SynopsisWho's Afraid of AAC? is a clear and concise guide to Augmentative and Alternative Communication (AAC) in the UK and will be an essential resource for all Speech and Language Therapists, educators, parents and carers supporting children with non-verbal communication.This book sets out to demystify AAC by demonstrating that you already have the skills necessary to use AAC successfully. Key features include: an overview of the different types of AAC analysis of the best available approaches tools to give you the context you need to make specific recommendations and choices thorough sections on different settings including Home, Early Years, Primary, Secondary and Special Schools so that guidance is relevant to individual needs numerous practical examples, templates and activities to help you implement AAC in all settings summaries of recent research and hot topics including eye-gaze technology, using AAC in exams, and internet safety so that you have the most up-to-date guidance at your fingertips. Created by a Speech and Language Therapist who specialises in AAC training for therapists, educators, and individuals with communication needs, as well as parents and carers, this is the only book of its kind written for a UK audience.Trade Review"This is a colourful and accessible book aimed at SLTs, educators, parents and carers. (...) The book's written content is supported with images and pictures, making it a useful resource for a wide audience." - Katherine Broomfield, SLT/HEE NIHR Clinical Research Fellow, Gloucestershire Care Services NHS Trust/Sheffield Hallam UniversityTable of Contents1: What is Communication? 2: Typical Language Development 3: The Diversity of the AAC Population 4: Atypical Language Development and Acquired Disorders 5: No-tech, Low-tech and Light-tech AAC 6: High-tech AAC 7: Alternative Access and Mounting 8: Why Are We Afraid of AAC? 9: Aided Language Stimulation 10: AAC Assessment 11: Starting out at Home and in the Early Years Setting 12: A New Adventure in Primary School 13: Widening Horizons at Secondary School 14: Take off into the World of University, Work and Independent Living 15: Changing Circumstances 16: Target-setting and EHCPs 17: AAC Competencies Overview

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Book SynopsisTable of ContentsA Functional Language Approach Language Impairments Early Communication Intervention Assessment of Preschool and School-Age Children with Language Impairment Assessment of Preschool and School-Age Children with Language Difference Language Sampling Language Analysis Narrative Analysis A Functional Intervention Model Manipulating Context Specific Intervention Techniques Classroom Functional Intervention Literacy Impairments: Language in a Visual Mode Appendices A. CONSIDERATIONS FOR CLD CHILDREN B. LANGUAGE ANALYSIS METHODS C. SELECTED ENGLISH MORPHOLOGICAL PREFIXES AND SUFFIXES D. INDIRECT ELICITATION TECHNIQUES E. INTERVENTION ACTIVITIES AND LANGUAGE TARGETS F. USE OF CHILDREN'S LITERATURE IN PRESCHOOL CLASSROOMS

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Book SynopsisTable of ContentsSection I: Topics in Child Language Disorders 1. Models of Child Language Disorders 2. Assessment 3. Principles of Intervention 4. Special Considerations for Special Populations 5. Developmental Language Disorders in a Pluralistic Society Section II. From Birth to Brown's Stage V 6. Assessment and Intervention in the Prelinguistic Period 7. Assessment and Intervention for Emerging Language 8. Assessment of Developing Language 9. Intervention for Developing Language Section III. Working with Language Learning Disabilities 10. Language, Reading, and Learning in School: What the Speech-Language Pathologist Needs to Know 11. Assessing Students' Language for Learning 12. Intervening at the Language-for-Learning Period 13. Assessing Advanced Language 14. Intervention for Advanced Language References Name Index Subject Index

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Book SynopsisThe Handbook of Speech Production is the first reference work to provide an overview of this burgeoning area of study. Twenty-four chapters written by an international team of authors examine issues in speech planning, motor control, the physical aspects of speech production, and external factors that impact speech production.Table of ContentsNotes on Contributors vii Acknowledgments xii 1 Introduction 1 Melissa A. Redford Part I The Speech Mechanism 11 2 Speech Breathing Across the Life Span and in Disease 13 Jessica E. Huber and Elaine T. Stathopoulos 3 Mechanisms of Voice Production 34 Brad H. Story 4 Supralaryngeal Articulators in the Oropharyngeal Region 59 Kiyoshi Honda 5 Jaw and Lips 79 Pascal H.H.M. Van Lieshout 6 Velopharyngeal Function in Speech Production: Some Developmental and Structural Considerations 109 David J. Zajac Part II Coordination and Multimodal Speech 131 7 Interarticulatory Coordination: Speech Sounds 133 Philip Hoole and Marianne Pouplier 8 Rhythm and Speech 158 Fred Cummins 9 Auditory‐Visual Speech Processing: Something Doesn’t Add Up 178 Eric Vatikiotis‐Bateson and Kevin G. Munhall 10 Multimodal Speech Production 200 Lucie Ménard Part III Speech Motor Control 223 11 Motor Equivalence in Speech Production 225 Pascal Perrier and Susanne Fuchs 12 Orofacial Cutaneous Function in Speech Motor Control and Learning 248 Takayuki Ito 13 Auditory Feedback 267 John Houde and Srikantan Nagarajan 14 Speech Production in Motor Speech Disorders: Lesions, Models, and a Research Agenda 298 Gary Weismer and Jordan R. Green 15 Process‐Oriented Diagnosis of Childhood and Adult Apraxia of Speech (CAS and AOS) 331 Ben Maassen and Hayo Terband Part IV Sequencing and Planning 351 16 Central Tenets of the Frame/Content Theory of Evolution and Acquisition of Speech Production 353 Peter F. MacNeilage 17 The Acquisition of Temporal Patterns 379 Melissa A. Redford 18 Insights for Speech Production Planning from Errors in Inner Speech 404 Gary S. Dell and Gary M. Oppenheim 19 Prosodic Frames in Speech Production 419 Stefanie Shattuck‐Hufnagel 20 Fluency and Disfluency 445 Robin J. Lickley Part V Language Factors 475 21 Insights from the Field 477 Didier Demolin 22 Language Effects on Timing at the Segmental and Suprasegmental Levels 505 Taehong Cho 23 Cross‐Language Differences in Acquisition 530 Jan R. Edwards, Mary E. Beckman, and Benjamin Munson 24 Effects of Language on Motor Processes in Development 555 Lisa Goffman Index of Authors 578 Index of Subjects 592

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Book SynopsisThis book links research to clinical practice with studies of parents' perceptions of their involvement in their child's intervention, and their relationship with the SLP being used to inform clinicians of the most effective ways of interacting with and involving parents in SLP intervention. A series of chapters covering the evidence base of effectiveness of parent and family involvement in different areas of SLP clinical practice also inform readers of what methods of parental involvement have been proven to increase child and family outcomes. Sections on practical tips for involving families and individual case studies facilitate the readers' knowledge of how to use family-friendly principles in practice.Trade ReviewAmanda N. Ihle, BS, George Washington University, Doody's Review Service, (2009): "The organization of the book makes it easy to navigate. The evidence derived from the literature reviews is easy to understand and use to rationalize/explain a particular approach to parents. Extensive charts with shaded features draw the readers' attention to particular sections."Table of ContentsForeword Ken M. Bleile Preface Acknowledgments Contributors Part I. 1. Models of practice in speech-language pathologists' work with families Nicole Watts Pappas, Sharynne McLeod and Lindy McAllister 2. Speech-language pathologists' and other allied health professionals' perceptions of working with parents and families Nicole Watts Pappas and Sharynne McLeod 3. Parents' perceptions of their involvement in pediatric allied health intervention Nicole Watts Pappas and Sharynne McLeod Part II. 4. Working with families of young children with communication and language impairments: Identification and assessment Elizabeth R. Crais 5. Working with families of young children with communication and language impairments: Intervention Luigi Girolametto and Elaine Weitzman 6. Working with families of children who stutter Ann Packman and Marilyn Langevin 7. Working with families of children with speech impairment Nicole Watts Pappas and Sharynne McLeod 8. Working with families of children who use AAC Julie Marshall and Juliet Goldbart 9. Working with families of children with dysphagia: An interdisciplinary approach Bernice A. Mathisen 10. Working with families of children with hearing loss Alice Eriks-Brophy 11. Working with families of young children to facilitate emergent literacy skills in young children with language impairment A. Lynn Williams and Martha J. Coutinho

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Book SynopsisWriting Scientific Research in Communication Sciences and Disorders is a comprehensive guide to the preparation and publication of research papers for researchers in communication sciences and disorders. Individual chapters address the structure, content, and style of the introduction, method, results, and discussion sections of a research paper. The balance of the text examines the writing process, including the nuts and bolts of preparing tables and graphs, reviewing different voices and grammar issues, editing your own work, working with editors and peer reviewers, and getting started toward becoming a productive writer. Each topic is illustrated with informative examples, with clear, direct, and often humorous discussion of what makes the examples good or bad.Writing is essential in nearly every profession and particularly in communication sciences and disorders, where researchers must be able to express complex ideas to a variety of audiences--from colleagues to members of health care teams to clients and family members. Therefore, competency in written expression is required for certification and entry into clinical practice in communication sciences and disorders.Writing Scientific Research in Communication Sciences and Disorders will be a valuable supplementary text for undergraduate and graduate students in courses that include writing assignments and critical assessment of research literature, such as research methods and evidence-based clinical methods courses, as well as in thesis and dissertation preparation. Researchers looking for a guide to help improve their own writing will also find this text to be an invaluable resource that answers the big and little questions that arise in preparing manuscripts.Table of ContentsForeword by Joseph R. Duffy, PhD, BC-ANCDS. Preface.Acknowledgments. Chapter 1. Writing and Learning Are Complementary Activities. Chapter 2. The Introduction. Chapter 3. The Method. Chapter 4. The Results. Chapter 5. Constructing Data Tables. Chapter 6. Constructing Data Graphs. Chapter 7. The Discussion. Chapter 8. The Title. Chapter 9. The Abstract. Chapter 10. Literature Reviews. Chapter 11. Content Editing. Chapter 12. Copy Editing. Chapter 13. Getting Published. Chapter 14. The Writing Process. Index.

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Book SynopsisAs AAC use continues to flourish and new technology revolutionises the field, tomorrow's service providers need current, authoritative information on AAC for children and adults with communication disorders. That's why David Beukelman and Pat Mirenda have revised and updated the bestselling Augmentative and Alternative Communication—the trusted, widely adopted graduate-level text on communication disorders and AAC. The foundational textbook for SLPs, OTs, PTs, teachers, and other professionals in clinical and educational settings, this fourth edition is a definitive introduction to AAC processes, interventions, and technologies that help people best meet their daily communication needs. Future professionals will prepare for their work in the field with critical new information on advancing literacy skills (new chapter by Janice Light and David McNaughton) conducting effective, culturally appropriate assessment to determine AAC needs choosing AAC interventions appropriate for age and ability selecting AAC vocabulary tailored to individual needs using new consumer technologies as easy, affordable, and non-stigmatising communication devices understanding types of symbols and how individuals use them promoting social competence supporting language learning and development providing effective support to beginning communicators planning an inclusive education for students with complex communication needs Readers will get a thorough overview of communication and AAC issues for people with specific developmental disabilities (including cerebral palsy, intellectual disability, and autism) and acquired disabilities (such as aphasia, traumatic brain injury, and degenerative cognitive and linguistic disorders). And with helpful photos, figures, and photocopiable forms, readers will be ready to collect and use important information on assessment, individual communication needs, classroom supports, and more. An essential core text for tomorrow's professionals—and a key reference for inservice practitioners—this new fourth edition expertly prepares readers to support the communicative competence of children and adults with a wide range of complex needs.

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Book SynopsisWritten by internationally recognized experts, ''Cognitive Communication Disorders of MCI and Dementia, Third Edition'' provides professionals and students the most up-to-date research on the clinical assessment and management of individuals with dementia and those with mild cognitive impairment (MCI), ''the fastest growing clinical population''. Dr. Kimberly McCullough, an expert on MCI and cognitive stimulation, joined Bayles and Tomoeda as co-author and this edition has an increased coverage of MCI, its characteristic features, the diagnostic criteria for its diagnosis, and treatment options. Students and practicing professionals will appreciate the authors' overview of the relation of cognition to communicative function and the characterization of how both are affected in MCI and the common dementia-related diseases including Alzheimer's, Lewy Body, Vascular, Parkinson's, Huntington's, Frontotemporal and Down Syndrome. A summary of important points at the end of chapters highlights essential clinical information and guides student learning. An '''all-new Clinical Guide''' comprises the second half of the book providing an extensive discussion of the process of assessment and evidence-based treatments for individuals in all stages of dementia. Features of the New Clinical Practice Guide' Assessment: The authors provide a step-by-step discussion of the assessment process, an overview of reputable tests, and how to differentiate cognitive-communication disorders associated with MCI and dementing diseases. Treatment: This section includes comprehensive and detailed instructions for implementing evidence-based interventions for individuals in all stages of dementia. Additional topics include: *A person-centered model for successful intervention *Cognitive stimulation programming for MCI *Clinical techniques supported by the principles of neuroplasticity *Indirect interventions that facilitate communication, quality of life, and the safety of individuals with dementia *Caregiver counseling *Care planning, goal setting, reimbursement and required documentation Case Examples: Includes restorative and functional maintenance plans. ''Cognitive-Communication Disorders of MCI and Dementia: Definition, Assessment, and Clinical Management'' was written by individuals dedicated to the study and treatment of cognitive-communicative disorders associated with dementia. Their research has received support by the NIH, the Alzheimer's and Related Disorders Association, the Andrus Foundation, as well as the University of Arizona and the University of Central Arkansas.Table of ContentsPreface Acknowledgements Chapter 1. Speech-Language Pathology, Mild Cognitive Impairment, and Dementia Chapter 2. Cognition, Memory, and Communication Chapter 3. MCI: Mild Cognitive Impairment Chapter 4. Alzheimer's Dementia Chapter 5. Dementia and Down Syndrome Chapter 6. Vascular Dementia Chapter 7. Parkinson's Disease and Dementia Chapter 8. Dementia and Lewy Body Disease Chapter 9. Dementia and Huntington's Disease Chapter 10. Frontotemporal Dementia Clinical Guide: Assessments and Interventions for Cognitive-Communication Disorders of Dementia Section I. Assessment Section II. Cognitive Intervention Section III. Treatment: Direct Interventions for Individuals with MCI and Dementia Section IV. Indirect Interventions for Individuals with Dementia Section V. Reimbursement and Care Planning for Persons with Dementia References for Clinical Guide Index

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Book SynopsisNow in its sixth edition, ''School Programs in Speech-Language Pathology: Organization and Service Delivery'' continues to be a vital resource for faculty, graduate students, school-based practitioners, and program administrators who strive to make a difference in the school setting. ''School Programs in Speech-Language Pathology'' is designed to provide both new and experienced practitioners with practical solutions and strategies to tackle the challenges they face in the complex and ever-changing world of schools. It is one of only a few resources that focuses on service delivery as opposed to assessment and treatment. The authors view the book as an excellent opportunity to stimulate new ways of thinking about the critical role SLPs play in children's education and social development. It provides a foundation for understanding where SLP programs fit within the school organization. SLPs will be motivated to collaborate with colleagues, lead discussions about the link between communication and learning, and introduce innovative models for delivering services. ''School Programs'' encourages SLPs to embrace their positions within the school team and share their knowledge with others to make services educationally relevant and to help children reach their highest potential. ''School Programs in Speech-Language Pathology'' focuses on service delivery, program design, interprofessional collaboration, and how to organize and manage an effective program. Additionally, this resource covers meeting state and national standards, following federal mandates, and how to relate to and communicate with colleagues and parents. Finally, it encourages readers to grow professionally and enjoy their career as a school-based SLP. Key Features: *Chapter questions provide a review of concepts and practical applications *Real-life examples and collaborative strategies to supplement chapter concepts *Usable forms and checklists New to This Edition: *New framework for thinking about outcomes for school-based programs *Designed for university instruction **Chapter learning outcomes **Sample exam questions for summative measures **New PluralPlus companion site with chapter PowerPoints *Explanation of the SLP's role in MTSS and contributions to student success *Expanded recommendations for building interprofessional collaborative partnerships *Tips for coaching teachers and parents *Updated information on legal policies and trends

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Book SynopsisWith this book, students will be better prepared to meet the exciting and yet often challenging task of providing ethical and effective services to children and adults with communication disorders. Clinical supervisors may find the book helpful in understanding their own roles and responsibilities better so that they can create a productive and exciting clinical practicum experience for their student clinicians. The book is divided into two major sections: clinical practicum and clinical methods in speech language pathology. These sections provide coverage of the structural and functional aspects of clinical practicum in a variety of settings. The book emphasizes clinical practicum is an exciting learning experience. The students will understand what is expected of them in each setting and what they can expect from their clinical supervisors. The book also gives an overview of treatment methods that apply across disorders. ''Clinical Methods and Practicum in Speech-Language Pathology'' offers a single and comprehensive source of information that will help establish clear expectations for both student clinicians and the clinical supervisors. New to the Sixth Edition *New coauthor, Katrina Kuyumjian *A new chapter with an overview of treatment procedures that apply across disorders of communication *Revised section on clinical methods to include updated information on the current ASHA guidelines on clinical practicum; current legal and professional requirements regarding clinical practicum in educational settings; new and expanded information on assessment, target behaviors, and treatment strategies for all disorders of communication *Updated and expanded references throughout Key Features *Chapter Outlines open each chapter and provide a summary of the key topics *An end-of-book glossary allows readers to easily find and define important terms or concepts *Bulleted and boxed information for easy access *Access to a PluralPlus Companion Website, with PowerPoint lecture slides for each chapter and related materials, including a sample treatment plan, lesson plan, and diagnostic reportTable of ContentsPreface. Companion Website Materials. About the Authors. Part I. Clinical Practicum Chapter 1. Clinical Practicum in Speech-Language Pathology. Chapter 2. Organization of Clinical Practicum Chapter 3. The Conduct of the Student Clinician Chapter 4. The Supervisor and the Student Clinician Chapter 5. Working with Clients Chapter 6. Multicultural Issues in Clinical Practicum Part II. Clinical Methods in Speech-Language Pathology Chapter 7. Effective Treatment Procedures for All Disorders Chapter 8. Target Behaviors across Disorders Chapter 9. Treatment in Speech-Language Pathology: Core Techniques Chapter 10. Controlling Undesirable Behaviors Chapter 11. Maintenance of Target Behaviors Glossary Index ITEMS ON COMPANION WEBSITE: *PowerPoint lecture slides for each chapter *Glossary of Educational Abbreviations and Acronyms *Glossary of Medical Abbreviations and Symbols *Sample Clinical Interview *Discrete Trial Baseline Procedure and Recording Sheet *Dysfluency Types and Calculation of Dysfluency Rates *Obtaining and Analyzing Conversational Speech Samples *Sample Probe Recording Sheet *Sample Treatment Plan *Sample Lesson Plan *Sample Diagnostic Report *Discrete Trial Treatment Procedure and Recording Form *Daily Progress Notes *Sample Progress Report *Sample Final Summary *Sample Referral Letters

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Book SynopsisThe "Coursebook" offers practice exercises for the topics covered, tailored to the field of speech-language pathology. Most left-hand pages show specific examples of general, scientific, or professional writing and the corresponding right-hand pages allow the student to practice writing. Students who memorize the rules of grammar will not write well unless they practice. The "Coursebook" provides this practice alongside abundant examples of correct writing, based on the most recent edition of the "Publication Manual of the American Psychological Association".The "Coursebook" is ideal for dedicated courses on scientific and professional writing and can also be used in courses on assessment and diagnosis or research methods and introduction to graduate studies.Changes and additions to the fifth edition include: incorporates APA changes to reference citations and preparation of the reference list; electronic preparation of manuscripts, revision in light of copyeditor's comments, and response to copyeditor's queries are in line with current publishing industry standards; the topic of electronic submission of convention and conference proposals is updated; new reference examples of electronic sources of information; the professional writing section reflects current clinical terminology in the field of speech-language pathology.Table of ContentsPreface to the Fifth Edition. About the Author. Part A. Foundations of Scientific and Professional Writing: A.1. Basic Rules of Usage; A.2. Basic Rules of Composition; A.3. Commonly Misused Words and Phrases. Part B. Scientific Writing: B.1. Introduction to Scientific Writing; B.2. Writing Without Bias; B.3. Format of Scientific Writing; B.4. Selected Matters of Scientific Style; B.5. Writing Sections of Research Papers and Proposals; B.6. Electronic Manuscript Preparation, Editing, and Proofreading.Part C. Professional Writing: C.1. Introduction to Professional Writing; C.2. Formats of Diagnostic Reports; C.3. Sample Diagnostic Reports; C.4. Practice in Diagnostic Report Writing; C.5. Comprehensive Treatment Plans; C.6. Brief Treatment Plans; C.7. Individualized Educational Programs; C.8. Practice in Writing Treatment Plans; C.9. Progress Reports;C.10. Practice in Writing Progress Reports. Selected References. Glossary. Index.

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