The new edition of this popular text provides essential guidance for properly assessing childhood language disorders and providing appropriate treatment. Coverage includes the entire developmental period through adolescence, as well as additional concepts related to child language disorders such as prevention, syndromes associated with language disorders, and multicultural practice. Using a descriptive-developmental approach (also known as communication-language approach), this resource presents basic concepts and vocabulary used in the field, an overview of key issues and controversies, an understanding of the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes.

"Dysphagia: Foundation, Theory and Practice" provides the latest coverage of the core areas of dysphagia, including respiration, saliva management, normal variations of the normal swallow and a medical perspective on managing both children and adults with dysphagia. Written by acknowledged researchers and clinicians, it provides readers with full details of available assessment and treatment techniques including tracheostomy, FEES, cervical auscultation and pulse oximetry.

This book will: Show how theory can be realistically integrated into clinical practice. Give the benefits of outcome measurement in dysphagia. Highlight the importance of measurement of thickened fluids. Include a dedicated chapter on 'developmental disability and swallowing disorders in adults' - this is a first. Cover assessment, treatment and management of both paediatric and adult populations in depth.

"Dysphagia: Foundation, Theory and Practice" will be of great benefit to speech pathologists, whose role in dysphagia is widely recognised and respected and other health professionals who have a role in managing individuals with swallowing disorders. It is an excellent reference book and lifetime purchase with relevance to both the student and the professional.

Paediatric speech and language therapists are challenged by diminished resources and increasingly complex caseloads. The new edition addresses their concerns. Norms for speech development are given, differentiating between the emergence of the ability to produce speech sounds (articulation) and typical developmental error patterns (phonology).

The incidence of speech disorders is described for one UK service providing crucial information for service management. The efficacy of service provision is evaluated to show that differential diagnosis and treatment is effective for children with disordered speech. Exploration of that data provides implications for prioritising case loads. The relationship between speech and language disorders is examined in the context of clinical decisions about what to target in therapy.

New chapters provide detailed intervention programmes for subgroups of speech disorder: delayed development, use of atypical error patterns, inconsistent errors and development verbal dyspraxia.

The final section of the book deals with special populations: children with cognitive impairment, hearing and auditory processing difficulties. The needs of clinicians working with bilingual populations are discussed and ways of intervention described. The final chapter examines the relationship between spoken and written disorders of phonology.

This book demonstrates how students can apply what they have learned to bridge the gap between theory and therapy as they begin their professional practice. The authors argue that the only way to be ready to face the demands of professional practice and life-long learning is to acquire a thorough understanding of the process and practice of clinical work.

Fully revised, this second edition incorporates: new standards of service delivery and clinical competenciesregistration of the profession under the Health Professions Councilcollaborative working with shared client programmes and recordsclient-centred philosophy and social models of intervention

The authors emphasize the need to have a sound knowledge of what the profession is and who it encompasses; the awareness of the concepts that underpin decision-making, planning and choice of activities; and understanding of the philosophies that drive the choice of working practices.

Fully updated and expanded, the second edition of this popular text covers all the main causes of acquired speech and language disorders in childhood. 25 cases of children with these disorders are described and their management explained in detail, most from onset and including long term outcomes.

New features of the book include a chapter on speech and language disturbance due to cerebral tumour and the treatment of childhood cancers, as well as an expanded chapter on cerebral infection that includes recent work on children surviving cerebral malaria, one of the largest causes of cerebral infection world-wide.

The book is suitable for all who want to update and expand their knowledge of these conditions, both undergraduates and postgraduates, particularly speech and language therapists, but also psychologists, teachers and others.

Children and young people with emotional and behavioural difficulties (EBD) are far more likely to have communication problems than their peers. Exploring the ways in which children's language and emotional development are linked, Melanie Cross considers the reasons why behavioural and communication difficulties often occur together. Identifying the common causes of these problems and the reasons why they often go undetected, she provides practical guidelines for assessing communication skills and the complexities of identifying communication problems in children, including children in public care. She shows how improving children's communication can also improve their behaviour and that speech and language therapy is an important, although often absent, service for children with EBD. With a range of strategies to help children and young people to develop their emotional and communicative skills, this accessible guide is an invaluable resource for speech and language therapists, social workers, teachers and other health professionals working with young people with emotional, behavioural and communication problems.

This dictionary provides clear and concise explanations of terms used in the field of speech, therapy pathology and relevant terms in related fields including augmentative, alternative communication, hearing, linguistic, medicine, phonetics/phonology and psychology/psychiatry.

Those working with people who have communication disorders and those who may be returning to this field will find the explanations easy to understand. Terms include assessments, therapy programmes and current theories in these fields.

This edition has been thoroughly updated. It includes useful website addresses for manufacturers and suppliers of communication aids and publishers of assessments, and where to find useful information on the internet for various conditions.

This text promotes the view that the clinical education process offers both clinical educators and students opportunities for personal and professional development. It guides the reader through the clinical education process, from pre--placement preparation to assessment of learning that supports and encourages personal and professional development. Included are resources for supporting the clinical education process, such as checklists, case studies and proformas, and vignettes illustrate the richness of studentsa and clinical educatorsa learning experiences.

Are difficulties in dyslexia the same the world over? What can we learn from resources and practice in different countries? In this book, individuals, institutions and organisations have been gathered from around the world to report on the policies, resources and training for people with dyslexia and those who work with them. Over 50 countries are included in this guide, together with details of dyslexia associations and resources.

This unique collection offers a wealth of information to parents, teachers and individuals who are seeking support. It also will be of interest to researchers, practitioners and policy makers.

This book is also available as an electronic supplement to The International Book of Dyslexia: A Cross-Language Comparison and Practice Guide which is available from your bookshop or from John Wiley & Sons Ltd ISBN 0471498416 The complete volume is an extensive and wide-ranging guide to both dyslexia research and practice around the world.

This text introduces therapists and speech pathologists to the principles of evidence-based practice and guides readers to the best available evidence regarding the management of a range of disorders within speech pathology. It should be applicable to speech pathologists at any stage of their clinical career, as well as being of use to speech pathology students and other health care professionals.

The book is organized into three sections. In the first, the subject of evidence-based practice is introduced. Its application to the profession of speech pathology is addressed and types and levels of evidence are described. The second part focuses on a number of sub-specialist areas of speech pathology practice (dysphagia; paediatric motor speech disorders; aphasiology; voice; paediatric language and AAC). In the third section of the book the authors demonstrate how to apply the principles of evidence-based practice to clinical practice, to research and to education.

The methods by which a student becomes a speech and language therapist have developed since the 1970s and have been influenced by different models of higher and professional education. Although it is comparatively easy to change an aspect of course content, for example to increase the number of learning hours on autism, the means by which the student learns to become a competent professional in practice are more complex.

This text discusses some of the exciting ways we are examining issues in professional education. It covers actual content (for example the introduction of dysphagia to the curriculum), new methods for learning (problem-based learning and information technology developments), how speech and language therapists develop competence and what is critical in the transition to becoming a qualified therapist. The longtstanding placement problem is addressed by innovative work using different professional learning models, such as peer placements and school-based placements. The reader is provided with detailed practical advice about how to approach these models.

The book represents some of the current work in universities and speech and language services in the UK and reveals the creativity and commitment to an expanding subject area.

The author was one of the leading New York specialists on throat, ear and nose and was the physician to the Manhattan Opera House, Oscar Hammerstein's company. Miller was also a noted singer. He utilizes his practical experience, long observation, and knowledge of physiology to present this book on the voice.

Developmental Reading Disabilities, 2nd Edition provides the perspective that early speech and language problems may contribute to reading problems. The relationship between oral language problems and written language problems is presented followed by tools and models of assessment and treatment. Collaboration between oral and written language specialists is encouraged to help get to the root of the childas difficulties in these areas. An abundance of resources are provided for the practitioner to aid in his or her work with this population of children.

This book presents current research on dyslexia in alnguages other than English. It is increasingly evident that it is essential to define dyslexia in terms of the language of instruction because learning to read cannot be separated from the linguistic parameters of that language. Differences in the orthographic, phonological, morphemic and inflectional structure of a language influence the degree of difficulty encountered by children when learning to read. Consequently, authors describe the linguistic properties of their languages and discuss the problems encountered by dyslexics in that language and the dyslexics' underlying cognitive deficits.

The objective of this book is to explore a variety of languages and to identify both the language specific characteristics of reading and spelling problems in each language and the core deficits that are common to all dyslexics regardless of the language of instruction.

Dyslexia is a condition that is widely misunderstood in the world of work.

Adult Dyslexia: A Guide for the Workplace shows why small and large employers should be aware of European laws on anti-discrimination and dyslexia. It provides practical advice on how to identify dyslexics in the workplace, how to create the right environment for them to thrive and how organizations can make the transition from a framework that perceives dyslexia as a problem to one that perceives it as a solution.

Throughout the book, real-life case studies illustrate the points being made and a number of invaluable practical resources are available including an appendix of useful organizations, an adult dyslexia screening check list and a seven-step procedure for counselling adult dyslexics.

Gary Fitzgibbon and Brian O'Connor have varied and extensive experience of both advising organizations on adult dyslexia issues and providing assessment, counselling and training services to adult dyslexics. Their book is an essential resource for disability specialists, occupational psychologists, counsellors, HR managers, teachers/lecturers of adults and importantly, dyslexics and their families.

Addressing the challenges of intercultural and interpreter-mediated speech pathology practice, this book explores the intricate relationship between culture and communication before moving on to intercultural health care, including a detailed look at perception of illness and disability.Two chapters on intercultural speech pathology look at clinical practice, including culturally-focussed assessment and management approaches. Interpreter-mediated speech pathology is covered in detail, including an overview of the process of interpreting, debate on professional versus untrained interpreters, discussion of pre-session briefing, a look at potential barriers to the interpretation process and introduction to a collaborative partnership model for working with interpreters. The final chapter explores the author's thoughts on the future directions in research and education in the field of intercultural and interpreter-mediated speech pathology.

The book provides a comprehensive and practical insight into intercultural and interpreter-mediated speech pathology. With its easy to read and practical content, it should be of significant use to undergraduate students and qualified speech-language pathologists new to multicultural/multilingual contexts. However, it would also be suitable for experienced clinicians who find themselves tackling the challenges of intercultural speech pathology everyday.

Recent policy initiatives illuminate the need for greater teacher awareness about dyslexia in secondary and tertiary education. Yet the debates about dyslexia are often narrowly based and can exclude some teachers. This book attempts to open up the debate by bringing together different ways of talking and thinking about dyslexia. Fundamental questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of ???exploratory conversions??? between learners and tutors is recognised. The need to restructure ???the structured approach??? and to consider meta-affectivity as well as metacognition is explored. Practitioners in both secondary and tertiary sectors can gain ready access to contributions from internationally respected writers and teachers in the field. Alan Hurst??'s preface refers to ???this important book??? as paving the way to a more truly inclusive attitude and approach to education in and beyond compulsory schooling.

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

This book the successor to Advances in the Management of Cleft Palate edited by Margaret Edwards and Tony Watson and published in 1980 but it is different enough for its publishers and editors to feel that its name should be changed. The aim of this present book is to provide an up-to-date review of all aspects of the management of clefts. There are an increased number of chapters and the contributors represent a wider range of professions associated with the care of cleft lip and palate. There are new chapters on genetics, associated conditions and syndromes.Contents a[ The Nature of Cleft Lip and Palate a[ Embryology, incidence and aetiology a[ Classification a[ Anatomy and function a[ Facial Growth a[ Speech characteristics cleft condition a[ Associated conditions and syndromes a[ Management of the Infant and Young Child with a Cleft Lip and/or Palate a[ Prenatal diagnosis-abnormalities of the fetal lip and palate a[ Prenatal, perinatal and postnatal counselling a[ The role of the paediatrician a[ Early feeding management a[ Presurgical orthopaedics a[ Primary surgery and nursing care a[ Speech development and early intervention a[ Hearing and ENT management Management of the Older Child, Adolescent and Adult a[ Speech assessment and therapy a[ Assessment and surgical management of velopharyngeal function a[ Secondary surgery of lip and nose deformities and palatal fistulae a[ Orthodontics a[ Alveolar bone grafting a[ Orthognathic surgery Restorative dental treatment a[ Growing up with a cleft: the impact on the child a[ Role of parent support groups a[ Choosing the best treatment for the child with a cleft

Research in semantics is conducted in a wide variety of disciplines, and the strength of this book is in bringing those areas together in one volume. Contributions come from an international group of applied researchers. Models of semantics are being influenced by research on the development of semantic processing in children, and by work on the disruption of semantic processing in brain damage such as stroke and Alzheimer's disease. Clinical work is benefiting from the application of theoretical models while pathological findings are crucial for testing and developing such models. The book has chapters on: models of semantic processing, connectionist modelling, sentence processing in children and adults, semantic processing in the normal elderly, semantic category disorders, semantic therapy in aphasia, semantic processing in Alzheimer's disease, semantic dementia and conceptual semantics. The book is aimed primarily at the undergraduate reader although some chapters will be of interest to graduate and research students. Students of linguistics, psychology and speech and language sciences will find the book immensely useful.

Cognitive neuropsychology is already radically influencing the clinical practice of aphasia assessment and therapy. It has made it possible to analyse individuals' language disorders through a psycholinguistic model and to quantify and evaluate the effects of intervention. The complementary methods of conversation analysis are also being introduced into assessment, with the potential for bringing a further structured approach to intervention.

This scarce antiquarian book is a facsimile reprint of the original. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment for protecting, preserving, and promoting the world's literature in affordable, high quality, modern editions that are true to the original work.

Dieses essential bietet eine Sammlung humorvoller Geschichten fur die Behandlung verschiedener sprachlicher Defizite in der Logopadie und Sprachtherapie, mit Schwerpunkt auf Aussprache- und Wortfindungsstoerungen, z.B. Lese- und Rechtschreibstoerungen, eingeschrankte Erzahlfahigkeit, phonetische und phonologische Stoerungen, Aphasien und den dazugehoerigen Wortfindungsstoerungen, sowie fur Sprachstoerungen bei Demenz oder Parkinson. Die Texte eignen sich fur die Textebene und den Transfer in die Spontansprache und trainieren den aktiven und passiven Wortschatz. Fragen am Ende der Geschichte uben das Wort- und Textverstandnis und gleichzeitig foerdern sie die Erzahlfahigkeit.

Now in a revised and updated second edition, Early Listening Skills is a practical manual for use with children and young people with underdeveloped listening skills related to hearing loss. Thirteen clear and easy to follow sections focus on skills such as auditory detection, discrimination, recognition, sequencing and memory. Each one is filled with a series of carefully designed activities to stimulate and develop auditory awareness and discrimination skills in children with a range of developmental levels and abilities. Features include: A wide range of activities suited to both the early years and home settings Links to the Early Years Foundation Stage (EYFS) framework and topics reflecting the EYFS and Key Stage 1 curriculum Photocopiable material designed to document the child's development over time As most of the activities are non-verbal, they are well suited for children with limited spoken language as well as children with special educational needs and disability and English as an additional language (EAL) learners. Whilst primarily designed for early years practitioners, special educational needs co-ordinators (SENCOs), specialist teachers, therapists and other professionals, the activity sheets and guidance also make it an invaluable tool for parents and caregivers looking to stimulate listening skills at home.