Speech Pathology: Finding Books

Reference Book

Reference Book

Reference Book

Reference Book

Reference Book

Improving Learning Through Dynamic Assessment is a practical tool for helping to assess and support children aged 4+ with learning challenges based on an innovative approach. Contrasting with traditional 'static' assessment methods, this resource enables educational psychologists and related professionals to involve the child actively in the process of assessment - allowing them to measure not just what the child has learnt, but also how the child learns, how responsive they are to attempts to intevene, and what is holding them back from learning. It outlines the relevant theory and offers a staged assessment process to follow, with strategies for assessing cognitive and affective capacity. The resource contains all you need to carry out dynamic assessment, featuring photocopiable activities, checklists, handouts for teachers/parents to use with children and training materials which explain the approach in terms understandable to all participating adults. The first practical resource on how to carry out this popular and innovative form of assessment, Improving Learning through Dynamic Assessment is an important resource for educational psychologists, speech and language therapists, special educational needs coordinators (SENCOs), specialist support teachers and other professionals working with children with learning challenges.

As AAC use continues to flourish and new technology revolutionizes 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-stigmatizing 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. What's new: New literacy chapter Extensive updates reflecting current consumer technology Helpful end-of-chapter study questions Updated resource sections and glossary All the latest research and best practices in every chapter

Meet Hannah - a young girl with selective mutism (SM). Hannah invites readers to learn about selective mutism from her perspective, helping them to understand what it is, what it feels like to have SM, and how they can help. This illustrated book is packed with accessible information and will be an ideal introduction to selective mutism. It shows family, friends and teachers how they can support a child with the condition and is also a good place to start when encouraging children with SM to talk about how it affects them.

This book investigates whether Croatian aphasics, in particular those diagnosed with Broca's aphasia, have difficulty comprehending wh-dependencies. The tested structures include subject and object direct, embedded, long-distance and passivized who and which questions as well as relative clauses introduced by which.It is shown that differences in the deficit patterns between English- and Croatian-speaking Broca's aphasics are due to structural as well as processing differences. The Croatian data are explained in terms of a case-cueing comprehension strategy and the competition model.

It is vital for all professionals in the field of education to have a practical understanding of the laws that are in place to protect the children with whom they work. The Comprehensive Guide to Special Education Law is a detailed yet accessible introduction to federal law as it applies to the rights of children with special needs. Written in a user-friendly question and answer format, the book covers all of the key areas of special education law including parental rights of participation, the legal right to Free Appropriate Public Education (FAPE) and related services, and the complex issues of discipline and dispute resolutions. This book provides educators with knowledge of the requirements, history, and evolution of the laws that impact their daily working lives and gives them the information they need to help parents obtain better services for their children. This is an indispensible handbook that teachers, school management, and school counselors will refer to again and again.

Most teachers would agree that they teach reasoning skills in their classes. However, are they explicitly incorporating strategies that teach students to think critically? If so, how do they know these methods are effective? The purpose of this book is to summarize and share a variety of methods for developing students' critical thinking skills. Each chapter focuses on a select teacher education class where the instructor implemented components of the Paul and Elder Model of Critical Thinking. Written from the instructor's point of view, each chapter details how each instructor utilized components of the Paul and Elder Model to support students in the development of their critical thinking skills. Importantly, each instructor's use of the model varied and those variations are shared in detail. Chapter authors found that utilizing components of the Paul and Elder Model resulted in more consistent use of critical thinking skills by students within their teacher education classes. In this practice-based book, interested teachers will be challenged to think through the methods they currently use in their own classes and will be provided new ideas or strategies to try.

Nearly 55% of ASHA-certified speech-language pathologists work in school settings. The numbers are even higher when non-ASHA certified pathologists are considered. There are only a few resources that address service delivery, as opposed to assessment or treatment of specific communication disorders. School Programs in Speech-Language Pathology is designed to provide both new and experienced practitioners with solutions and strategies for the challenges they face in the complex and ever-changing world of school-based delivery.. Most books for school-based speech-language pathologists focus on different types of intervention and diagnoses. School Programs in Speech-Language Pathology focuses on service delivery, program design, 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.. The organization, questions at the end of each chapter, real-life examples, collaborative strategies, research foundation, and usable forms all make this book very practical for university students, existing school-based practitioners, and program administrators.. Building on the success of previous editions, this fifth edition will include more information on alternative delivery methods and flexible schedule modules, reporting and documentation, state standards, telepractice, evidence-based practice, school-based leadership and career development, and an expansion of the information on the school-based clinician's role and contributions to the education team..

This practical resource is brimming with ideas and guidance for using simple ideas from speech and language pathology and occupational therapy to boost communication, sensory integration, and coordination skills in children on the autism spectrum. Suitable for use in the classroom, at home, and in community settings, it is packed with easy-to-follow, goal-oriented activities and lesson plans centering around arts and crafts, music-making, cookery, sensory activities, and skills for daily living. The activities all use materials and objects which are readily available in the home or classroom, and can easily be adapted to suit children of different abilities, including those who are non-verbal. This book is perfect for teachers, speech and language pathologists, and occupational therapists who need fresh and effective activity ideas for the classroom or therapy room, as well as for parents and other caregivers who want to help their child on the autism spectrum to speak, move, play...and learn!

Parents and teachers of children who stammer (or stutter) may see their child suffering with embarrassment, frustration or anxiety but feel at a loss as to how best to help. This book explains the characteristics of stammering and uses illuminating first-hand accounts to demonstrate the common feelings of anguish experienced and provide clarity on what the child is likely to need in terms of support at home, school and in social situations. Packed with helpful advice for carers about how to build a child's confidence, it presents a variety of techniques and tips to alleviate the stammer and improve self-esteem and school performance. This accessible resource will shed light on the perplexing nature of stammers, enabling those who care for children affected to find answers and get the best possible help.

This volume provides readers with vast knowledge of practical applications, theoretical models, services and evidence-based solutions in the areas of assistive technology (AT) and augmentative and alternative communication (AAC). This resource is a crucial addition to the bookshelf of any professional dealing with AT and/or AAC, including speech-language pathologists, special educators, occupational therapists, physical therapists, early intervention specialists, students in professional programs, users of AT or AAC, their families, and applied researchers. This is a must read for novices and seasoned professional alike.

Every time we listen -- to speech, to music, to footsteps approaching or retreating -- our auditory perception is the result of a long chain of diverse and intricate processes that unfold within the source of the sound itself, in the air, in our ears, and, most of all, in our brains. Hearing is an "everyday miracle" that, despite its staggering complexity, seems effortless. This book offers an integrated account of hearing in terms of the neural processes that take place in different parts of the auditory system. Because hearing results from the interplay of so many physical, biological, and psychological processes, the book pulls together the different aspects of hearing -- including acoustics, the mathematics of signal processing, the physiology of the ear and central auditory pathways, psychoacoustics, speech, and music -- into a coherent whole.

Children and young people with social, emotional and behavioural difficulties (SEBD) are far more likely to have communication problems than their peers, yet these problems are under-recognised, under-researched, and most importantly, often unaddressed. Melanie Cross considers the reasons why behavioural and communication difficulties so often occur together, and examines the social, educational and mental health implications of this. She shows that improving the communication skills of children and young people with SEBD can contribute to better outcomes, and that speech and language therapy is an important, yet often absent, service for this group. She provides practical guidelines for assessing communication, as well as useful strategies to help children and young people with SEBD to develop their communication skills. This second edition also contains information on unidentified and unmet communication needs in vulnerable young people, including young offenders and those at risk of social exclusion. This book will be an invaluable resource for speech and language therapists, social workers, teachers and other professionals working with children with emotional, behavioural and communication difficulties.

Very few people are aware of the significant negative impact that cluttering -- a communication disorder thataffects a person's ability to speak in a clear, concise and fluent manner-- can have on one's life educationally, socially and vocationally. Although different from stuttering, it is often related to this more well-known disorder. This book treats cluttering as a serious communication disorder in its own right, providing an in-depth examination of the critical factors surrounding its assessment, treatment and research. Using evidence-based data as well as information regarding the assessment and treatment of cluttering within the field of speech-language pathology, the volume includes the latest research findings and work from leading cluttering experts, worldwide. Current viewpoints regarding cluttering, along with substantiated evidence are provided. Research findings are presented regarding the nature and neurology of cluttering. A range of assessment and treatment methodologies are described in the context of disordersthat may co-occur with cluttering, such as autism spectrum disorders, learning disabilities, Down syndrome and stuttering. Future directions with regards to the definition, teaching and researching of cluttering are also addressed. Clinicians, faculty members, researchers, students in the field of speech pathology, and those who clutter, alike, will find this book an essential and unique source of information on cluttering.

Speech and language impairments are one of the most challenging features of Autism Spectrum Disorders (ASD). Children with ASD are also known to be particularly responsive to music. This book makes a valuable connection between the two traits to showcase music as an effective way of enhancing the speech and language skills of children with ASD. This is a comprehensive guide to Dr. Hayoung Lim's highly effective approach of using music in speech-language training for children ASD. Part I provides a sound theoretical foundation and employs the most up-to-date research, including the author's own extensive study, to validate the use of music in speech and language training for children with ASD. Part II analyzes the clinical implications of “Developmental Speech- Language Training through Music” (DSLM) protocols and explains in detail specific interventions that can be used with the approach. The practical application of DSLM to Applied Behavior Analysis (ABA) Verbal Behavior (VB) approaches is also explored. This is essential reading for music therapists, speech and language pathologists and other professionals working with children with autism, as well as researchers and academics in the field.

This book presents a global perspective on mobile learning and augments that perspective with examples and applications from around the world written by scholars who are leaders in their countries and in the world--Provided by publisher.

The Oxford Textbook of Palliative Social Work is a comprehensive, evidence-informed text that addresses the needs of professionals who provide interdisciplinary, culturally sensitive, biopsychosocial-spiritual care for patients and families living with life-threatening illness. Social workers from diverse settings will benefit from its international scope and wealth of patient and family narratives. Unique to this scholarly text is its emphasis on the collaborative nature inherent in palliative care. This definitive resource is edited by two leading palliative social work pioneers who bring together an array of international authors who provide clinicians, researchers, policy-makers, and academics with a broad range of content to enrich the guidelines recommended by the National Consensus Project for Quality Palliative Care.

This book is a comprehensive guide to the evidence, theories, and practical issues associated with recovery from stuttering in early childhood and into adolescence. It examines evidence that stuttering is associated with a range of biological factors such as genetics and psychological factors such as anxiety and it critically assesses theoretical accounts that attempt to integrate these findings. Written so that it can be used flexibly to meet the demands of courses about stuttering, the book may be used as a text at the undergraduate or graduate level in psychology or speech-language science."

Children, particularly those on the autism spectrum, are able to acquire communication skills much more easily when their learning incorporates movement. Even very simple actions such as tapping and hand clapping can have a noticeable impact on their speech and language development. Speech in Action is an innovative approach to learning that combines simple techniques from speech and language pathology with physical exercises that have been carefully designed to meet the individual child's particular needs and abilities. This practical workbook describes the approach, and how it works, and contains 90 fully-photocopiable lesson plans packed with fun and creative ideas for getting both mouth and body moving. Suitable for use either at school or at home, the activities can be dipped into in any order, and are organised by level of ability, with something for everyone. The final chapter contains the success stories of children the authors have used the activities with, demonstrating how the approach can be used in practice. This will be a useful resource for teachers, occupational therapists, and other professionals who work with children with delayed communication skills, as well as parents and carers who would like to support their child's speech and language development at home.

In this beautiful atlas, Cor Cremers and Jef Mulder have put together the knowledge and experience gained in four decades of practicing and teaching microsurgical procedures. To be able to teach the basic approaches of modern temporal bone surgery using only one temporal bone represents a masterly performance. Since the number of temporal bones available for dissection is becoming progressively scarce, it is clear that the authors have turned a need into a great virtue. The precise text and the splendid illustrations are also an expression of the authors' special talent in conveying essential surgical information in its most concise form.The first seven chapters describe conventional middle era surgical interventions. The following nine chapters deal with surgical procedures involving the complex anatomy of the medial part of the temporal bone.Since the late sixties, the development of lateral skull base surgery has widened the horizon of middle ear surgery. Important medial structures of the temporal bone, such as the jugular bulb, facial nerve, internal carotid artery and middle and posterior fossa dura, which were previously considered untouchable, have changed from enemies to reliable friends. However, the transformation of middle ear into temporal bone surgery requires precise knowledge of the anatomical landmarks, permitting adequate handling of the most hidden structures of the temporal bone.This atlas accomplishes with admirable ease the difficult task to acquaint the inexperienced otologist with the surgical strategies needed to carry out safely the most relevant procedures of temporal bone surgery. The experienced otologist will also find valuable hints on how to solve special problems of his daily work. These goals are reached through the great experience and the admirable didactic skill of the authors. There is no doubt that the atlas will find the success that it deserves.

Why do many people with disorders of communication experience a sense of demoralization? This book analyses the psychological, social and linguistic processes and interactions that underpin clinical practice, from both client and clinician perspectives.

When it was first developed, the cochlear implant was hailed as a "miracle cure" for deafness. That relatively few deaf adults seemed to want it was puzzling. The technology was then modified for use with deaf children, 90 percent of whom have hearing parents. Then, controversy struck as the Deaf community overwhelmingly protested the use of the device and procedure. For them, the cochlear implant was not viewed in the context of medical progress and advances in the physiology of hearing, but instead represented the historic oppression of deaf people and of sign languages. Part ethnography and part historical study, "The Artificial Ear" is based on interviews with researchers who were pivotal in the early development and implementation of the new technology. Through an analysis of the scientific and clinical literature, Stuart Blume reconstructs the history of artificial hearing from its conceptual origins in the 1930s, to the first attempt at cochlear implantation in Paris in the 1950s, and to the widespread clinical application of the "bionic ear" since the 1980s.

Subjects covered:
Hearing--Vocational guidance
Allied health personnel--Vocational guidance
Audiology--Vocational guidance
Audiologists--Vocational guidance

This text reviews past empirical research into dyslexia, its symptoms and diagnosis into how it affects individuals at school, at home and lastly in the workplace.

Over the past twenty plus years clinicians have noted significant disorders of the lung, larynx, pharynx, nose, sinuses and middle ear that occur because of duo-denogastric refluxate (DGR) extending to these areas. While it has long been evident that gastric contents reaches the esophagus and will cause problems in the form of gastroesophageal reflux disease (GERD) the disorders of extra-esophageal reflux (EER) are increasingly causing morbidity to patients. Recently there have been basic and clinical studies indicating that other components of DGR cause damage to extra-esophageal structures. The combination of state of the art research and clinical presentations of EER make this book very valuable to those who investigate and manage patients.

This book is a contribution to the ongoing debate in agrammatism, an acquired language disorder resulting from left hemisphere brain damage. The aim of the book is (1) to give a comprehensive account of agrammatism and outlines and critically examines the different accounts of agrammatic production and asyntactic comprehension, (2) to address morphological and structural properties of Moroccan Arabic agrammatic speech and (3) to put under scrutiny Friedmann and Grodzinsky's (1997) syntactic account of tense and agreement in production and across modalities. The book attempts to answer two important research questions: Are tense and agreement dissociated as predicted by the Tree-Pruning Hypothesis (Friedmann and Grodzinsky, 1997)? Is the tense/agreement dissociation "production-specific", or does it extend to comprehension and grammaticality judgment? A third objective of the book is to examine the comprehension abilities of four Moroccan Arabic-speaking agrammatic subjects in the light of the Trace Deletion Hypothesis (Grodzinsky, 1995 a, b). A major research question is whether or not active sentences and subject relative sentences are understood better than object relative sentences.The book takes the view the tense/agreement dissociation reported for Hebrew (Friedmann and Grodzinsky, 1997) and German (Wenzlaff and Clahsen, 2003) can be replicated in Moroccan Arabic. However, the syntactic account as outlined in Friedmann and Grodzinsky (1997) cannot account for the tense/agreement dissociation as Moroccan Arabic has the agreement node above the tense node. In addition, the Trace Deletion Hypothesis cannot account for the comprehension difficulties experienced by the four Moroccan Arabic-speaking agrammatic subjects; the case is so because both subject relatives and object relatives are understood below chance level. Based on data collected through different experimental methods, it is argued that the deficit in agrammatism cannot be explained in terms of a structural account, but rather in terms of a processing account. Access to syntactic knowledge tends to be blocked; grammatical knowledge, however, is entirely intact.

Speech disorders or speech impediments are a type of communication disorder where 'normal' speech is disrupted. This book gathers the latest research from around the globe in the study of speech disorders with a focus on such topics as speech and voice disorders in Parkinson's Disease, genetic causes, and mutism.

More than 31 million people in the United States alone suffer from hearing loss - that is one in every 10 people in the current population. Of those, only five to 10 percent can be treated medically, leaving the largest number in need of other solutions. It is for those people that veteran audiologist Susan Dalebout wrote this comprehensive guide. The book explains, with a simple overview of hearing anatomy and physiology, how we hear, and details hearing evaluation tests, the interpretation of those tests, and the conditions that most commonly cause hearing loss in adults. All things related to adult hearing loss are explained, as is a full menu of hearing rehabilitation services, devices, and technology. This text includes discussion of the importance of hearing in our lives, the psychological, social and emotional effects of untreated hearing loss, and the effects on family members and friends. Also included is a chapter on prevention, describing the dangers of exposure to hazardous noise and certain drugs, and how to protect against damage to hearing. Unique for its breadth and depth, this text also offers detail on hearing aids, care and maintenance as well as factors to consider when purchasing an aid, cochlear implants, hearing-assistance technology, and future trends in hearing restoration.

After having stammered for twenty years you have pretty well run the whole gamut of mockery, humiliation and failure. You understand the stammerer's feelings, his mental processes and his peculiarities. And when you add to this more than a quarter of a century, every waking hour of which has been spent in alleviating the stammerer's difficulty - and successfully, too - you have a ground-work of first-hand information that tends toward facts instead of fiction and toward practice...

Professor Ars has gathered together an excellent group of otologists who start with the initial causes of the problems and move on to look for the essentials of success. Having identified these, they go on to explore how we can lay the foundations to achieve them. Finally, they look at the operative procedures they consider most likely to achieve success. This is an excellent book, which should improve the thinking behind surgery for CSOM. Alan G. Kerr, OBE, FRCS

An introduction to 'clinical linguistics', a complex field of study that draws upon a range of linguistic, medical and other disciplines. It will introduce students to a wide range of developmental and acquired communication disorders.

Dyslexia research has made dramatic progress since the mid-1980s. Once discounted as a "middle-class myth," dyslexia is now the subject of a complex--and confusing--body of theoretical and empirical research. In Dyslexia, Learning, and the Brain, leading dyslexia researchers Roderick Nicolson and Angela Fawcett provide a uniquely broad and coherent analysis of dyslexia theory. Unlike most dyslexia research, which addresses the question "what is the cause of the reading disability called dyslexia?" the authors' work has addressed the deeper question of "what is the cause of the learning disability that manifests as reading problems?" This perspective allows them to place dyslexia research within the much broader disciplines of cognitive psychology and cognitive neuroscience and has led to a rich framework, including two established leading theories, the automatization deficit account (1990) and the cerebellar deficit hypothesis (2001). Nicolson and Fawcett show that extensive evidence has accumulated to support these two theories and that they may be seen as subsuming the established phonological deficit account and sensory processing accounts. Moving to the explanatory level of neural systems, they argue that all these disorders reflect problems in some component of the procedural learning system, a multiregion system including major components of cortical and subcortical regions. The authors' answer to the fundamental question "what is dyslexia?" offers a challenge and motivation for research throughout the learning disabilities, laying the foundations for future progress. Roderick I. Nicolson is Professor of Psychology and Dean of the Faculty of Pure Science at the University of Sheffield. Angela Fawcett was Reader in Dyslexia at the University of Sheffield and is now Professor of Child Research and Director of the Centre for Child Research at Swansea University.

This book explores the complex issues surrounding the management of cleft lip and palate in the Developing World, and aims to raise the profile of a condition commonly considered to be of only cosmetic importance in countries where infant and child mortality rates are high. It provides information and guidelines to three groups: those in the Developing World setting up programmes of cleft lip and palate care, and clinicians from developed countries delivering care in that context, as well as clinicians in the Developing World itself. The book is multidisciplinary, demonstrating the role of every member of the team, not just the surgeon, and includes contributions from charity organisations which support these cleft lip and palate programmes. Each area of clinical practice is covered, comparing typical care in developed countries with that in the Developing World, and contains practical suggestions as to how the gap may be narrowed. Management of Cleft Lip and Palate in the Developing World is an important resource for anyone having -- or planning to have - a commitment to develop services in that environment and to clinicians in the Developing World faced with large numbers of cleft lip and palate patients and limited resources of materials and manpower.

All humans have an innate need and ability to communicate with others, and this book presents successful approaches to nurturing communicative abilities in people who have some type of communication impairment. The contributors look at a wide range of approaches, including intensive interaction, co-creative communication, sensory integration and music therapy, for a variety of impairments, including autism, profound learning disabilities, deafblindness, severe early neglect and dementia. This wide perspective provides insight into what it feels like to struggle with a communicative impairment, and how those who work with and care about such individuals can and should think more creatively about how to make contact with them. Covering both the theory and practical implementation of different interventions, this book will be invaluable for health and social work professionals, psychologists, psychotherapists, counsellors, speech and language therapists, as well as researchers, teachers and students in these fields.