Wenn Kinder stottern ... ... kann dies viele verschiedene individuelle Ursachen haben. Ebenso individuell sollte auch die Therapie gestaltet sein, um das Ziel einer flussigeren Sprechweise gemeinsam mit dem Kind und seinen Eltern zu erreichen. Dieses erfolgreiche Lehr- und Praxisbuch stellt Sprachtherapierenden einen Baukasten therapeutischer Ansatze und Methoden zur Verfugung, mit denen stotternde Kinder und Jugendliche ihrem Bedurfnis entsprechend behandelt werden koennen. Stottertherapie - theoretisch - Grundlagenwissen uber AEtiologie und Klinik des Stotterns - Qualitative und quantitative Diagnostikverfahren Stottertherapie - praktisch - Kriterien und Voraussetzungen fur die Therapieplanung - Anamnese und Befunderhebung - Anwendung der ICF in Diagnostik und Therapie - Das ganze Spektrum praxiserprobter Therapiebausteine und ihre konkrete Umsetzung - Integration von Eltern, Erziehern und anderen Bezugspersonen - PLUS: Untersuchungsboegen und Therapiematerialien zum Herunterladen und Ausdrucken sowie das PC-Programm "CountBasic" zur bequemen Messung der Stotterrate Stottertherapie - aktuell Neu in der 3. Auflage - Therapieprogramm: Palin Parent-Child-Interaction (PPCI) - Clinical Reasoning als Qualitatssicherungsinstrument - Fallbeispiele zurAnwendung der Therapiebausteine Ob in Ausbildung oder taglicher Praxis, Ihr Begleiter und Nachschlagewerk fur die Behandlung stotternder Kinder und Jugendlicher

Il Protocollo Montreal per la valutazione delle Abilita Comunicative, adattamento in lingua italiana del Protocole Montreal d'Evaluation de la Communication, e il primo strumento clinico di valutazione delle abilita comunicative in pazienti con danno cerebrale (lesione emisferica destra, trauma cranico) o con disturbi della comunicazione (es., schizofrenia) costruito completamente su stimoli verbali. Con questo protocollo e possibile misurare l'integrita delle abilita di comunicazione verbale anche in soggetti con difficolta visuospaziali.

Il Protocollo MEC si compone di 14 prove ed e stato pensato per valutare le componenti prosodiche, lessico-semantiche, discorsive e pragmatico-inferenziali in pazienti giovani, adulti e anziani rispetto al campione normativo di riferimento.

Si presta sia per l'impiego clinico immediato da parte degli operatori della riabilitazione, quali medici, psicologi e terapisti del linguaggio, sia per lo studio approfondito del problemi di comunicazione in una prospettiva di ricerca."

Ripercorrere la storia della logopedia in Italia consente di inquadrare la scienza e gli interventi sanitari nel campo della comunicazione e della deglutizione. Le radici, le premesse e i primi tentativi di cura si ritrovano gia nelle antiche civilta, ma la nascita della comunicologia moderna risale a tempi molto piu recenti. Verso la fine dell Ottocento, in zona mitteleuropea, fanno la loro comparsa informale i primi adepti medici, i foniatri, e non medici, i logopedisti, ma bisognera aspettare la fine del secolo per trovare in questo campo posizioni accademiche e professionali definite. Il volume, oltre ad esporre la cronologia di fatti e avvenimenti, vuole percorrere sistematicamente la straordinaria evoluzione scientifico-epistemologica della logopedia, che a sua volta ha provocato importanti ricadute nei metodi di intervento sulla patologia. Una parte consistente riguarda poi gli attuali aspetti legati alle norme, la formazione e l esercizio della professione.

L'opera offre una panoramica multidisciplinare sulla voce. Racchiude contributi che discipline diverse hanno dato allo studio della voce: strumento essenziale di ogni relazione e di quella d'aituo in particolare.

Medical Setting Considerations for the Speech-Language Pathologist is the first volume in the "Medical Speech-Language Pathology" book series. The series provides graduate students, clinicians, and clinical researchers with functional, comprehensive material to enhance practice in a medical setting. This first book in the series will foster an appreciation of the unique skill set and knowledge base needed by a medical speech-language pathologist. The chapters contain information applicable to a broad range of medical and rehabilitation settings, while delving deeper into complex topics that merit extra attention, such as neuroimaging methods and medication side effects. Readers will come to appreciate the many roles and responsibilities of the speech-language pathologist in the medical setting, across the continuum of care. They will gain familiarity with broader organizational issues, such as accreditation, billing, and medical team members, as well as the specific clinical populations often encountered in medical settings, such as individuals with Parkinson's disease, delirium, or tongue cancer. Throughout the book, case studies are used to highlight the role of the medical SLP, and to underscore the remarkably dynamic and complex caseloads encountered by the medical SLP. Medical Setting Considerations for the Speech-Language Pathologist is authored by experienced professionals and content experts who transform the research literature into clinically applicable and digestible information, with the series editors Kristie A. Spencer and Jacqueline Daniels leading the cohort.

La pubblicazione del Core Competence e Core Curriculum del Logopedista, promossa dalla Federazione Logopedisti Italiani, rappresenta un traguardo importante per delineare l'identita culturale e l'insieme dei valori che definiscono la mission e le competenze professionali del Logopedista. Tali competenze riguardano le conoscenze che deve possedere, le abilita e i comportamenti che influenzano il suo agire professionale.

Il volume e frutto della collaborazione di un gruppo di esperti con interesse specifico sulla Formazione e che hanno declinato, nei vari capitoli, le caratteristiche e la mission del Logopedista in campo normativo, deontologico e didattico, con un particolare sguardo alla formazione in Europa.

Le piu recenti acquisizioni della neuropsicologia cognitiva hanno consentito di focalizzare la natura dei processi linguistici e comunicativi, individuando i correlati fisiologici ed anatomici sottostanti alla produzione (encoding) e alla comprensione (decoding) del linguaggio. La prima sezione intende esplorare i paradigmi, i metodi e gli strumenti della neuropsicologia "per" la comunicazione. In particolare viene fornita una sintesi dei piu recenti approcci di ricerca e degli strumenti empirici applicati allo studio del processo comunicativo, tra i quali la rilevazione dei correlati fisiologici (indici periferici), cognitivi (indici centrali, tra cui i potenziali evento-correlati), e le rilevazioni mediante neuroimaging (come la risonanza magnetica funzionale). Nella seconda sezione del contributo vengono prese in considerazione le componenti pragmatiche della comunicazione. Recenti modelli hanno focalizzato la propria attenzione su alcuni fenomeni peculiari dello scambio comunicativo che evidenziano il ruolo prioritario del "voler dire" nella comunicazione ordinaria. Specificamente facciamo riferimento ai fenomeni dell'ironia e della comunicazione idiomatica, della metafora e, piu in generale, del linguaggio iconico o figurato. Particolare attenzione sara riservata alle recenti acquisizioni empiriche che hanno sottolineato l'indipendenza delle componenti pragmatiche rispetto al piano prettamente "linguistico." La terza sezione del contributo intende analizzare il piano comunicativo non-verbale, con particolare attenzione alla comunicazione delle emozioni. Piu specificamente vengono prese in considerazione le componenti mimiche (volto) e vocali (voce) nell'encoding e nel decoding delle emozioni."

Come risulta evidente dalla pratica clinica e riabilitativa, il bambino disprattico non sa prevedere ed organizzare un progetto d'azione; non sa controllare cio' che sta facendo nel corso dell'azione; quindi non sa fare, ma potremmo anche ammettere che non sa ancora fare, non ha cioe ancora imparato a realizzare funzioni.

Funzioni e azioni possono pero' essere rispettivamente apprese e svolte con l'aiuto di esercizi mirati e svolti in modo continuativo. E' comunque indispensabile ricordare le difficolta del bambino disprattico, se sottoposto a compiti nuovi, inusuali. L'Autrice propone un modello di valutazione e di intervento che tenga conto di ipotesi eziologiche e neuropsicologiche, sottolineando la necessita di procedere con un'analisi su diversi livelli: percettivo, motorio e rappresentativo.

Particolare importanza viene data alla diagnosi e all'intervento precoce per poter provvedere alla definizione e messa in atto di adeguati progetti terapeutici.

L'opera si conclude con l'analisi e la descrizione di casi clinici riferiti ad alcune peculiari forme di disprassia: la disprassia verbale e la disgrafia. Infine, vengono illustrati esercizi mirati rispetto ai vari ambiti dello sviluppo, ideati e sperimentati dai logopedisti che hanno contribuito, insieme all'Autrice, alla stesura del presente volume.

Autism: Attacking Social Interaction Problems: A Pre-Vocational Training Manual for Ages 17+ includes more than 140 activities to promote success in the workplace and in the community. The AASIP Pre-Vocational Training Program provides a comprehensive yet practical approach to teaching social communication skills needed in the workplace and across the life span to individuals with moderate to high functioning autism spectrum disorder and other diagnoses that result in social communication deficits. The book brings added value by including activities that address three additional core clusters of skills: personal development, social skills for life, and daily living.The Pre-Vocational Training Program has been described as "unique and fresh" and approaches vocational training with a primary focus on the social skills needed to be effective in the workplace. Topics presented in this program include sexting-texting and TMI (too much information), workplace idioms, social white lies, shades of "no," the workplace bully, and unwritten rules of society.These engaging activities, which include interactive videos, deviate from the typical approach to teaching by challenging the participants to explore, develop rules, and generate strategies. This approach takes into consideration their unique strengths and learning styles. Our teen and young adult participants are left asking for more.This program, while developed for speech-language pathologists, can also be easily used by high school and college counselors, special educators, job coaches, and parents who express an interest in this type of program.The AASIP program offers three additional books for children ages 4-9, 10-12, and the teen years.Autism: Attacking Social Interaction Problems: A Therapy Manual Targeting Social Skills in Children 4-9Autism: Attacking Social Interaction Problems: A Therapy Manual Targeting Social Skills in Children 10-12Autism: Attacking Social Interaction Problems: A Therapy Manual Targeting Social Skills in Teens

This book is a tool for the analysis of the United States' Common Core State Standards (CCSS) and the development of interventions to meet student-specific needs. The Standards are an education initiative in the United States that detail what K-12 students should know in English language arts and mathematics at the end of each grade. The initiative seeks to establish consistent education standards across the states as well as ensure that graduating students are prepared to enter college programs or the workforce. As of 2014, forty-three states had adopted the Standards.With the implementation of the Common Core State Standards, it is critical that speech-language pathologists collaborate with educators to enable the success of students with communication disorders and English Language learners who have difficulty experiencing success in the general education. The text provides a practical approach for the analysis of the Standards with a parallel analysis of children's strengths and needs, creating a template for intervention.It covers strategies for facilitating the success of students in accessing and achieving the expectations of the general curriculum, with a focus on students with communication disorders, hearing loss, vision loss, deaf-blindness, specific learning disabilities, autism, multiple disabilities, and English language learners. For any speech-language pathologist working with children, as well as their education and administration partners, this book provides strategies for the practical application of the Common Core to support the success of various populations of children in the schools.

"Child and Adolescent Communication Disorders: Organic and Neurogenic Bases" is a comprehensive undergraduate textbook for courses related to the organic and neurogenic bases of child and adolescent language disorders. It is a must-have text for anyone in the field of communication sciences and disorders who works with children and adolescent populations. This text examines various disorders and their related communication deficits: neurogenic disorders, developmental brain differences, emotional and behavioral disorders, central auditory processing disorders, craniofacial anomalies, and disorders secondary to environmental factors. Also addressed are key elements in assessment and treatment with a focus on interdisciplinary contributions, as well as evidence-based approaches to treatment with inclusion of new federal laws that affect identification of and intervention with school-aged children.Along with detailed contributions from experts with backgrounds in both research and instruction, this text also incorporates updated material from the DSM-V; both the current language and classification as it specifically relates to autism and communication disorders in emotionally and behaviorally disordered youth. Key features include: *A list of learning objectives at the beginning of each chapter *Case studies with review questions *Key terms bolded throughout the text

This book, now in its second edition, is a practical resource that helps speech-language pathologists, educators, and other professionals understand how poverty affects children's developing language and provides strategies that support these children and their families. The author, a university professor and part-time itinerant speech-language pathologist in the schools, balances research and practical, "Monday morning" strategies for professionals who want to help low-socioeconomic status (SES) students from preschool through high school succeed in school and, eventually, in society. The text presents up-to-date information about the "culture of poverty" and background information on factors impacting low-income children's language skills. It goes on to provide practical strategies for nonbiased assessment, intervention, structuring the school environment, and working with families.Helpful new features in the second edition include: Chapter highlights at the end of each chapter References to many new research studies Content grounded in principles of evidence-based practice Practice recommendations based in research from a variety of disciplines, such as social science, speech-language pathology, neuroscience, and education New case studies of the author's actual clients Because the Great Recession has rendered so many more families homeless, the second edition includes much more information about serving homeless students, including mitigating the effects of chaos through increasing executive functioning skills. The author works directly with homeless people on the streets and therefore includes a broad-based (hands-on and research) perspective about meeting the unique needs of this population. The second edition contains new information about using Response to Intervention (RtI) to serve low-SES students in general education classroom settings. Updated technology recommendations (e.g., using iPad and YouTube technology) are presented. The section on increasing the literacy skills of low-SES students has been expanded, as well.In sum, the second edition of Increasing Language Skills of Students from Low-Income Backgrounds is a must-have for any professional who serves students and their families from low-SES backgrounds.

Language development is a process that starts early in human life, when a person begins to acquire language by learning it as it is spoken and by mimicry. Children's language development moves from simplicity to complexity. Infants start without language. Yet by four months of age, babies can read lips and discriminate speech sounds. Usually, language starts off as recall of simple words without associated meaning, but as children age, words acquire meaning, and connections between words are formed. In time, sentences start to form as words are joined together to create logical meaning. As a person gets older, new meanings and new associations are created and vocabulary increases as more words are learned. Infants use their bodies, vocal cries and other preverbal vocalisations to communicate their wants, needs and dispositions. Even though most children begin to vocalise and eventually verbalise at various ages and at different rates, they learn their first language without conscious instruction from parents or caretakers. It is a seemingly effortless task that grows increasingly difficult with age. Of course, before any learning can begin, the child must be biologically and socially mature enough. This book presents recent important research in the field from around the world.

Clinical Evidence engages the reader with discussions on the neurobiological and clinical aspects of emotions in the human voice. Newest information on production, perception and dysfunctions affecting these aspects of vocal emotions are presented. Fascinating brain studies on how our brain composes, stores, and retrieves vocal emotions as a factor of valence, age, and gender are presented. Discussion is linked to the concepts of social perception of evaluating vocal interactions in the presence or absence of visual input and across distances and situations. This volume shapes our understanding and comprehension of vocal emotions, and may help to explain some of the difficulties encountered between men and women. The reader will discover how the vocal production system in particular is dependent on the physiological parameters modulated by individual emotional state. The perceived emotional valence of being happy, sad, angry, or afraid is discussed in the gender context. Acoustic specialization of the two hemispheres of the brain is presented, and the role of the brain in regulating specific vocal emotions is reviewed.Vocalization patterns thought to help us in sexual behavior including mate choices and the role voice plays in our intimate behavior are discussed. Clinical issues that affect production, perception and interaction of vocal emotions are presented and treatment solutions are presented.

The last volume of Emotions in the Human Voice presents the reader with information on the application of vocal emotions in the daily interaction with technology and whether the vocal emotions are universal or culture specific. This volume presents noteworthy data on cross-cultural vocal emotions and how the emerging silicon technology struggles to provide unbiased and accurate renditions of instruments, computers, systems and products that will interact properly with vocally transmitted emotions. The authors discusses the problems and challenges in creating virtual emotional anthropomorphismic creatures, how automatic recognition of vocal emotions by machines is achieved, and the effects of future technology or our day-to-day "emotional" life.

Foreign Accent Management is a guide to the management of accents for non-native speakers of the English language of European, African, Asian, or Indian origin. The author has compiled numerous valuable techniques in Speech-Language Pathology that have been in use for many years along with practical ideas gathered from workshops, tutoring, and speech therapy practice. While this book will not erase one's accent, it can increase the readers awareness of accent modification and provide the tools and techniques to enhance and manage one's accent long-term. Six audio CDs are included with the book to lead the reader through the exercises contained in all 12 chapters. In addition to reinforcing and clarifying the exercises, the audio CDs provide a clear model for the correct pronunciation of all speech sounds in the English language.

This book introduces background information and procedural overviews needed to assess swallowing disorders in adults in addition to offering detailed protocols for administering the assessment. The majority of protocols in this book are provided in both English and Spanish, allowing clinicians to effectively and efficiently assess swallowing disorders in a wide variety of patients, including those speaking Spanish. Also by these authors: "Treatment of Dysphagia in Adults. Resources and Protocols: A Bilingual Manual" follows the same format and serves as a companion volume.

Assessment in Emergent Literacy is a practical guide to identifying preschool and early school-aged children's strengths and needs across multiple domains of emergent and early literacy, to include phonological awareness, print awareness, narrative, vocabulary, and motivation. Specific approaches to assessing and monitoring growth in "high priority" areas of literacy are provided. This handbook also provides guidance for evaluating children's learning environments, including supports with the home and classroom.This user-friendly manual: Discusses the importance of supporting children's learning and development through assessment Presents special considerations for assessment, including information regarding assessing children who are English Language Learners, assessing children who have disabilities, and assessing children in unique classroom and home contexts Provides practical recommendations for how early literacy professionals might use the information they gain from assessments to make decisions regarding the amount and types of professional development that teachers require or the kinds of activities and practices toward which early literacy professionals should direct additional attention Written to serve as the ideal resource for early literacy professionals at both pre-professional and post-graduate levels, it is also an essential volume for reading specialists, literacy coaches, special educators, speech-language pathologists, preschool teachers, kindergarten teachers and others involved with planning and conducting assessments in programs serving children who have not yet begun formal reading instruction.

Researchers have devoted considerable attention to how people learn to read, specifically how they recognise, pronounce, and understand printed words. These studies are helping to illuminate not only the normal process of learning to read but also the problems that may underlie dyslexia, a condition in which people are unable to acquire a high degree of reading skill despite adequate intelligence and training. When reading instruction begins, children (as well as adult learners) already possess large spoken-word vocabularies. Their initial task is to learn how these spoken words correspond to written alphabetic symbols. Impairments in this reading skill are often seen among children who have problems learning in school. Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with phonological processing (the manipulation of sounds) and/or rapid visual-verbal responding.

Neuroanatomy for Speech-Language Pathology and Audiology, Second Edition is specifically tailored to the needs of Communication Sciences and Disorders students. Updated with the latest research, it includes foundational knowledge of general neuroanatomy with a focus that is relevant to both audiences of speech-language pathology and audiology. This student-friendly and engaging text is organized into four main sections: Part I introduces students to the nervous system; Part II discusses the main neurological structures; Part III focuses on the neurology of speech, language, hearing, cognition, emotion, and swallowing; and Part IV delves into practicing neuroanatomy in the field.

In this colourful illustrated storybook, part of the School Start series, children with language needs can explore the story of Nik the Ninja, and his disastrous night at Merryville Museum. School Start Storybooks support language development in reception and Key Stage 1 aged children both in school and at home. Through beautifully illustrated stories, children are invited to explore language, ask questions and recall events in order to aid language development, listening and memory skills. Each book contains a colourful and engaging story designed to appeal to young children, and with language specifically chosen for children with language needs. Key skills that these books support include: Comprehension Expression Vocabulary Memory Sequencing Available either as a set or as individual books, the School Start Storybooks are a vital resource for professionals looking to support language development either with individual children, or groups of children. Each book also contains guidance and prompt questions to help the supporting adult use the book effectively, making it ideal for parents to support language development at home.

This revised and updated second edition of Working with Children's Language has been created to support practitioners who work with young children with delayed language acquisition. Rooted in a developmental theory of language learning, it covers topics such as attention control and listening, the role of play, verbal comprehension and the acquisition of spoken expressive language. Each chapter offers a straightforward overview of current research relating to the specific language skill before introducing a wealth of targeted games and activities that can help support the development of those skills. Key features include: * A structured approach to language learning that can be followed as a programme or adapted for informal use by individual practitioners. * Accessible activities, games and ideas suitable for small group or individual intervention, linked to specific aims based on developmental norms. * Photocopiable and downloadable resources, including a record sheet to track progress in each skill against aims and outcomes for individual children. Clearly linking theory and practice in an engaging and easy-to-follow format, this is an invaluable resource to support children in early years settings and Key Stage 1 whose language is delayed, but who are otherwise developing normally. It is a must-have book for early years practitioners, teachers, SEND professionals and speech and language therapists with varying levels of experience.