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.

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.

Articulation and phonological disorders are among the most common speech disorders that clinicians treat in various professional settings - especially in public school. Treatment of these disorders requires extensive preparation and careful selection of target words containing single consonant and consonantal clusters. This book covers 26 consonant sounds in both word-initial and word-final positions and 37 consonant clusters and provides five essential elements for teaching each sound: a protocol to establish baserates, a baserate recording sheet, a protocol to teach sound production, treatment recording sheet, a protocol to probe for and record generalized production of new and untrained articulatory targets in the absence of treatment. All forms presented in the book are provided in user-friendly Microsoft Word documents on an accompanying CD-ROM which clinicians are encouraged to modify and reproduce. These heavily researched protocols will save enormous treatment planning and preparation time as well considerable effort involved in generating word containing target sounds. Also included is a detailed glossary defining all treatment terms.

"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.

The Speech and Language Activity Resource Book offers a flexible and readily available set of activities and worksheets designed to support speech and language therapists as they deliver personalised and engaging therapy sessions. With topics based on seasons, hobbies, sports and celebrations, etc, the worksheets can be selected to suit a client's interests as well as targeting specific skills and needs. The engaging activities encourage conversation and participation, promoting skill development in a way that is easily translated into everyday communication. Key features of this book include: A range of activities, arranged by level of difficulty, that can be selected based on the client's individual need A person-centred approach to therapy, enabling the time-poor practitioner the opportunity to personalise their care with ease Photocopiable and downloadable sheets that can be completed during therapy sessions or sent out to the client for home practice, as well as blank worksheets that can be used to create new, appropriate activities Easily adaptable for group sessions, one-on-one therapy sessions and home activities, this is an essential tool for speech and language therapists and occupational therapists, as well as families and other practitioners supporting adults with a range of acquired communication difficulties.

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.

Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. 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. The syndrome of dyslexia does not imply low intelligence or poor educational potential, and is independent of race and social background. Although dyslexia seems to be more prevalent among males than females, the exact ratio is unknown: the most commonly quoted figures are between 3:1 and 5:1. The evidence suggests that in at least two-thirds of cases, dyslexia has a genetic cause, but in some cases birth difficulties may play a role. Dyslexia may overlap with related conditions such as dyspraxia, attention deficit disorder (with or without hyperactivity) and dysphasia. In childhood, its effects can be misattributed to emotional or behavioural disorders. By adulthood, many dyslexics will have developed sophisticated compensating strategies that may mask their difficulties. This new book presents state-of-the-art research in this dynamic field.

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.

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.

Communication Disorders and Personality analyzes the interrelation and interdependence between personality changes, which differ in their nature and phenomenology, and disorders of certain aspects of communicative ability. Author Glozman's approach is an interdisciplinary and comprehensive study of neuropsychological, psychopathological and special education data on the basis of communication theories.

Presented are certain methodological problems as well as a number of experimental methodologies for the study of the personality of patients with speech disorders. Examined are communication as a curative factor and a possible prophylaxis or regression of disorders of personality in the process of the training and restoration of communicative ability.

Communication Disorders and Personality will be a valuable resource for psychologists, social workers, psycholinguists, physicians, and speech and language therapists.

Dyslexia: Different Brain, Different Behavior is intended for anyone with an interest in how processing deficits of the developing human brain may contribute to failures in reading and spelling. Readers will learn about how different brain activity measures may help to understand the complexity of language specific and domain general functions underlying reading, how atypical brain structures may be responsible for failures in the reading performance, and how the brain activity pattern of dyslexics may change from childhood to adulthood.
Dyslexia: Different Brain, Different Behavior is a valuable resource for researchers, graduate students, educators and other professionals in the fields of psycholinguistics, speech pathology, neuropsychology, cognitive development, educational psychology, school psychology, developmental psychology, child development and language acquisition.

This treatment-oriented guide provides a hands-on approach to the diagnosis and management of swallowing disorders. The material focuses on developing skills that lead to basic clinical decisions regarding dysphagic patients. Written for students and practitioners who are new to the field, the text begins with the anatomy and physiology of swallowing and goes on to cover the range of swallowing disorders, the clinical and laboratory examination, and treatment strategies. The authors have national reputations as leaders in this area and readers are sure to benefit from their expert clinical tips provided in the manual. Provides essential coverage of the range of swallowing disorders, the clinical and laboratory examination, and treatment strategies. Includes expert clinical tips from the authors who are nationally recognized as leaders in the field. Offers a hands-on, treatment-oriented approach to the diagnosis and management of swallowing disorders. Pedagogical features include Take Home Notes, Case Studies, Chapter Terms, and Chapter Review Questions. Chapters are easily treated as separate lecture topics, making this text ideal for classroom use. One-of-a-kind, entry-level text provides balanced coverage of the full spectrum of knowledge needed to prepare one entering the field of dysphagia management.

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.

In this book, Spreen and Risser present a comprehensive, critical review of available methods for the assessment of aphasia and related disorders in adults and children. The authors explore test instruments and approaches that have been used traditionally for the diagnosis of aphasia, ranging from bedside screening and ratings, to tests of specific aspects of language, and to comprehensive and psychometrically standardised aphasia batteries. Coverage of other methods reflects newer trends, including the areas of functional communication, testing of bilingual patients, psycholinguistic approaches, and pragmatic and discourse-related aspects of language in everyday life. The authors also examine the expansion of language assessment to individuals with non-aphasic neurological disorders, such as patients with traumatic brain injury, lesions of the right hemisphere, the healthy elderly, and individuals with dementia. Taking a flexible and empirical approach to the assessment process in their own clinical practice, Spreen and Risser review numerous test instruments and their source for professionals and students-in-training to choose from in their own use. The introductory chapters cover the history of aphasia assessment, a basic outline of subtypes of aphasia, both neuro-anatomically and psycholinguistically, and the basic psychometric requirements for assessment instruments. The final part discusses issues in general clinical practice, specifically questions of test selection and interpretation. The book is a thorough and practical resource for speech and language pathologists, neuropsychologists, and their students and trainees.

Written from a practical case-based approach, this textbook provides a theoretical framework for assessing the communication abilities of young children (from birth to three years). It includes helpful protocols developed by the author for assessing young children as well as evaluation instruments that can be used with this population. The case studies build upon the knowledge presented in the chapters and serve to translate the theoretical information into practical clinical applications. A unique feature of this book includes the incorporation of information regarding the impact of cultural diversity upon the family's orientation to early assessment and intervention. The assessment and intervention techniques for children who need alternative means of communication, such as the use of signs and object boards, will be especially helpful for speech-language pathologists who work with children with special needs. Chapter 1 introduces two case studies that are a means of translating the theoretical framework into practical applicable information. Chapter 4 consists of assessments for each case study. Outcomes and intervention plans are discussed in Chapter 8. Features extensive coverage on the topic of cultural diversity. Includes a framework for incorporating parents/caregivers in the assessment process and recognizes that the family, not the professional, is the decision-maker. Boxes and tables highlight important information. Chapter outlines and an expanded TOC make it easy to find specific information.

Written by speech and language therapists, psychologists, counsellors and psychotherapists, this book demonstrates the process of counselling and the various counselling approaches that may be used with people who have communication disorders.

With chapters containing up to 50 percent new coverage, this book provides a thorough update of the latest research and development in the area of acquired aphasia. Coverage includes the symptoms of aphasia, assessment, neuropsychology, the specific linguistic deficits associated with aphasia, related disorders, recovery, and rehabilitation. This comprehensive compilation, written by some of the most knowledgeable workers in the field, provides an authoritative text and reference for graduate students, clinicians, and researchers.
Key Features
* Chapters include up to 50 percent new coverage
* Provides update of latest research in the field
* Includes writings by the most knowledgeable workers in the field
* Comprehensive, exhaustive reference tool

This highly practical resource has been designed to support working memory and curriculum success in the Key Stage 1 and Key Stage 2 classroom. Working memory is crucial for success in maths, reading, reading comprehension and problem solving, yet children with poor working memory often struggle to meet the demands of everyday classroom activities. Filled with activities and support for Key Stage 1 and Key Stage 2 Maths and English, this book offers ideas for the practising teacher on how to make the classroom a place to reinforce memory skills, and to ensure that those with working memory difficulties are included and supported. Key features include: * Information on recognising working memory difficulties * Practical and specific strategies to support learners in the classroom * Graduated activities for Maths and English learners based on the national curriculum The importance of working memory on curriculum success is becoming increasingly evident, with growing emphasis on testing and an ever more demanding curriculum. With photocopiable and downloadable resources, this is an essential book for teachers, teaching assistants and other education staff looking to support working memory with children.

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.

Anomia is the inability to access spoken names for objects, most often associated with the elderly or those with brain damage to the left hemisphere. Anomia offers the state-of-the-art review of disorders of naming, written by acknowledged experts from around the world, approached from both clinical and theoretical viewpoints. Goodglass, known around the world for his research in aphasia and speech pathology, edits this first book devoted exclusively to naming and its disorders. Wingfield is known for his classic studies of lexical processing in aphasic and normal speakers. The book includes comprehensive literature reviews, a summary of relevant research data, as well as astudy of recent advances in cognitive analysis and anatomic findings. Anomia is an immensely useful work for all those involved in the study of language, particularly those in cognitive neuroscience, neurology, speech pathology, and linguistics.
Key Features
* Devoted entirely to naming and its disorders
* Includes up-to-date descriptions of advances in cognitive analysis
* Contains approaches from both clinical and theoretical viewpoints
* Brings together the top researchers from the U.S., England, and Italy

Words (Names) are remarkably efficient instruments for communication processing. This landmark book presents case histories from the author's own research which illuminate this phenomena from a pathophysiological standpoint. In order to facilitate understanding of the case studies, a hypothetical outline of the central nervous system network processing for the production of propositional communications is presented. An anatomical-physiological model for volitional naming is offered. The following types of memories are discussed: DNA and RNA Memories; Cognitive Memories; Conceptual Memories, Event Memories; Action Memories.

This book provides a practical guide to the use of Metaphon therapy, the principled approach to phonological therapy, which takes full account of theories of learning and the linguistic nature of phonological disorder in children. The authors explore clearly the theoretical back-ground to Metaphon and translate it into clinical practice.

For this second edition the book has been extensively revised and expanded to take account of current research and literature on phonological disorder and linguistic awareness and advances in the development of Metaphon.

From the Introduction: Sudden and unexpected loss of communication is a terrifying, dehumanizing experience that tears away at the essence of life itself. For decades, speech and language pathologists have sought to better understand it. The term aphasia is used to generally describe a condition whereby speech and language skills are partially or totally lost. Aphasia is the result of damage to or disturbance of those areas in the brain responsible for speech and language functions. A tremendous variety of specific impairments can occur to plague the individual with aphasia. Impairments of comprehension, reading disturbances, writing difficulties, and confusion with numerical processes can accompany oral language problems such as word loss, loss of sentence structure, and confusion in utilizing word forms. . . To understand aphasia at this level alone is to miss the full nature of this terribly debilitating condition. For the effect that aphasia has on the person who must bear its consequences is a profound area of interest that is not always understood and. . . seldom considered. Aphasia, My World Alone has been written to help open this often closed door. . . Helen Wulf has put down on paper a depth of feeling, thought, and analysis concerning the aphasic experience that personalizes the disorder in a gripping, readable manner. She delves so deeply into her aphasia that the reader is actually drawn up into the agony and frustration that is the daily burden of the aphasic individual. Speech pathologists who actively work with aphasic patients will immediately recognize the value of Helen Wulf's analysis of her aphasia. Her reactions to various forms of treatment will also be beneficial, especially to those who are allowing certain aphasics to determine which speech and language deficits are most debilitating and, consequently, which area should be emphasized in the initial stages of treatment. Family and friends of the aphasic will be warmly introduced to those inner thoughts so long hidden from their ears. . . This book. . . should be extremely useful in family counseling. . . As many speech pathologists have indicated, the need for "family treatment" is immediate, real, and often of critical importance. . . As the field of aphasia rehabilitation continues its growth ... our ability to help the aphasic and his family will expand. It is felt that in its small way, this book will help make aphasia less of a world alone. A new chapter has been added to this revised edition in which Helen Wulf assesses her feelings and the progress she has made six to eight years post-stroke.