This book presents an integrated and coordinated framework for assessing developmental, psychological, and behavioral disorders in early childhood. Expert contributors advocate for natural-environment methods in addition to standardized measures in assessing academic and social skills as well as age-specific behavior problems in young children. Chapters model collaborations between clinicians, family, and daycare and school personnel, address diagnostic and classification issues, and conceptualize assessment as flexible, ongoing, and, as necessary, leading to coordinated services. The book gives practitioners and researchers critical tools toward establishing best practices in an increasingly complex and important area, leading to better prevention and intervention outcomes. Included in the coverage: Standardized assessment of cognitive development. Authentic and performance-based assessment. The use of Response to Interve ntion (RTI) in early childhood.Collaboration in school and child care settings. Anxiety disorders, PTSD, OCD, and depression in young children. Sleeping, feeding/eating, and attachment problems in early childhood. Early Childhood Assessment in School and Clinical Child Psychology is an essential resource for clinicians and related professionals, researchers, and graduate students in child and school psychology; assessment, testing, and evaluation; occupational therapy; family studies, educational psychology; and speech pathology.

The publication begins with a long interview with a PWS, which is a unique way of introducing the systems approach to the psychosomatics of stuttering. Various aspects of the approach are presented in four chapters, each ending with a bibliography. Chapter One, which is entitled Stuttering from the Psychosomatic Perspective discusses the new approach to this speech disorder and its consequences for the diagnostic and therapeutic process. Stuttering is regarded as more than just a speech fluency disorder, but is also regarded as a psychosomatic disorder, and treating its chronic form as a disease can be justified. Chapter Two, called Inspirations explores the relationships between communicative stress, increased muscle tension and changeability of stuttering. This is a fundamental issue that most theories fail to explain. Furthermore, the chapter contrasts early childhood stuttering with selective mutism in order to present similarities and differences between the two disorders. The author attempts to explain why stuttering is more common among boys and selective mutism among girls. Chapter Three The Authors Own Research offers results of many years of research on stuttering in preschool, school and adult age, along with an in-depth discussion of these. The results have been summarised in the form of a model of stuttering from the systems perspective. Chapter Four, called Systems Therapy of Stuttering refers to the previous chapters and presents the authors therapeutic approach to early childhood stuttering, school age stuttering and chronic stuttering, which are different from one another. The chapter also discusses currently used methods of therapy.

Over the past 25 years, we have been on a journey to discover, describe and teach social skills. The modelpresented in this book has had many incarnations, from checklists, to diagrams, and even conceived as apicture frame one especially creative year! As we began conceptualizing the steps, we learned that each stepneeded to be broken down into still others, allowing the opportunity to analyze this task that is "being social"and support those for whom it does not come naturally. The "steps" are more of an escalator, ever moving andinfluenced by so much that happens within the day to day interactions of a real person's life. Creating the ""Foundation," derived of the desire to understand and communicate the essence of what it meansto be "engaged" with another person, is one of the highlights of this process, and this guide. The Foundationcomponent of the model is currently being implemented as part of a research project related to Fetal AlcoholSyndrome in South Africa - affiliation of Stellenbosch University, University of North Carolina, and Universityof New Mexico. Marci Laurel uses this model extensively in her work in Russia, Nicaragua, and in her privatepractice (Theraplay in New Mexico). Our goal is to address both a growing understanding of the nature of what it means to be in social relationshipwith others and how to "step on" to the learning process on any given day and over time. Indeed, as we havelearned from so many extraordinary teachers, the process can be exhilarating! It is our hope that people whohave an interest in promoting social skills - family members, teachers, therapists, and the individuals they careabout so deeply - will find Social Engagement and the Steps to Being Social to be a meaningful and practicalguide.

Dyslexic people face many problems in the workplace: difficulties with reading and writing, memory, organisation and time management, and a recent TUC report on dyslexia in the workplace estimates that 3 million people are affected. Dyslexia: How to survive and succeed at work is written by a leading expert in the field for people of all backgrounds and abilities and will help you to master complex organisational skills, deal with a large workload and cope with the demands of deadlines. It also shows how to improve confidence, deal with stress, and build on the creative talent that many dyslexics possess. Dyslexia: How to survive and succeed at work: - Explains what dyslexic and dyspraxic difficulties are - Describes how they affect workplace efficiency - Offers strategies to manage dyslexic difficulties and reduce their adverse effect on work efficiency - Provides information about ways in which employers can help dyslexic employees

MATLAB(R) Primer for Speech Language Pathology and Audiology provides training and access to MATLAB(R), the computational language developed by MathWorks. While there are MATLAB(R) textbooks and manuals written for the field of engineering, there are no textbooks targeting allied heath disciplines and speech-language pathology and audiology in particular. Research and practice in this field can greatly benefit from quantification and automation in data management, a domain that is increasingly labor intensive. The text anticipates and promotes increased reliance on quantification and automation in the field of speech-language pathology and audiology.This book is intended for students, practitioners and researchers in speech-language pathology and audiology who wish to increase their productivity by incorporating and automating common research procedures and data-analysis calculations, or to develop new tools and methods for their own paradigms and data processing. It assumes no prior knowledge of programming, but requires the reader have a grasp of basic computer skills such as managing folders, moving files, and navigating file paths and folder structures.Content and style are chosen so as to lower the threshold to an audience that as of yet has limited training in computer science. Concepts are presented in a personalized writing style (almost a dialogue with the reader), along with a didactic format that comes close to programmed instruction, using applications and work assignments that are concrete and manageable.Key Features:*Provides a comprehensive introduction to the user in an effort to limit background needed to follow the content*Includes several mathematical review appendices*Exercises for the student to apply skills learned in laboratory and clinical applications*Supplies many examples of MATLAB code and makes use of several datasets

Stuttering is a communication and fluency disorder usually beginning in childhood. Developmental stuttering (DS) is a speech disorder which is characterised by repetitions, prolongations or pauses that disrupt the normal flow of speech. It occurs in approximately 5-8% of the pres-school children and recovers spontaneously in 70-80% of the cases. The role of a stuttering person's possible tendency toward psychosocial-emotional disorder as an etiologic cause of stuttering is discussed in this book. Overall, research findings appear to support the role of tendency toward psychosocial-emotional disorder as an important contributing cause in the etiology of developmental stuttering. The authors also examine the psychological impact of stuttering, the neurobiological differences in the cerebrum between persons with developmental stuttering and the public attitudes towards people who stutter.

This is a practical resource that can be used with children who need additional help in developing communication skills during the first year of school and is a follow-on from the hugely successful first edition. This second edition focuses primarily on a targeted group intervention, to boost the language and sound awareness skills of children entering reception class, who are delayed in these areas of communication. It also addresses aspects of attention, following instructions and social communication. School Start, aims to help children catch up so that they may be ready to access the learning environment of Year 1. It is an invaluable resource for teachers and teaching assistants that encourages good collaborative practice between schools, speech & language therapists, the SENCO and parents. The programme consist of: an initial six-week period so that educational staff may identify children of concern; a screening checklist to confirm the identification of those children a structured programme of 30 Language group sessions that teaching assistants will find quick and easy to follow, delivered once a week a structured programme of 30 Sound Awareness group sessions that teaching assistants will find quick and easy to follow, delivered once a week activities and learning objectives linked into communication at home and in class monitoring of each child's objectives and readministration of the checklist in July. Teachers and teaching assistants first select children suitable for the programme through the checklists provided; set-up meetings then take place between the inclusion coordinator and school before the child is enrolled on the programme. Devised by two speech & language therapists experienced in working with teaching staff, the book consists of two 30-week programmes aimed at developing Language and Sound Awareness skills. Each six-week block has clearly written objectives that are linked to the National Curriculum Foundation Stage. Baseline and evaluation checklists are also provided to monitor each child's progress. School Start offers: an introduction on how to use the School Start programme group sessions for the Language and Sound Awareness programmes 70 photocopiable resource templates programme delivery templates containing all the checklists, record sheets and handouts needed to carry out the programme an accompanying CD-Rom giving the option to print out some of the resource templates in colour. Successfully trialled over a three-year period, School Start is an invaluable resource for teachers and teaching assistants that encourages good collaborative practice between schools, speech & language therapists, the school's inclusion coordinator and parents.

Autism: Attacking Social Interaction Problems: A Therapy Manual Targeting Social Skills in Teens is designed specifically for individuals 13-16 years of age and includes ten chapters with three lessons in each chapter. The lessons included were selected by the authors who have more than twenty-five years of experience working with individuals with autism spectrum disorder (ASD). Topics were suggested by teens with ASD and their parents. The lessons are filled with fun and age-appropriate activities that incorporate current issues facing teens today such as peer pressure, joining in, honesty, self-esteem, dealing with bullies, and social media. The activities utilize games, worksheets, role-play skits and discussion questions, and can be used in social skills groups.The AASIP program provides a comprehensive yet practical approach to teaching social communication skills across the life span to individuals with moderate to high functioning autism spectrum disorder and other disorders that result in social communication deficits. Participants will enjoy engaging with their peers as they learn how to become social communicators and build their confidence.The AASIP program offers three additional books for children ages 4-9, 10-12, and a pre-vocational training manual for individuals 17 years to adulthood. *Autism: Attacking Social Interaction Problems: A Therapy Manual Targeting Social Skills in Children 4-9*Autism: Attacking Social Interaction Problems: A Therapy Manual Targeting Social Skills in Children 10-12*Autism: Attacking Social Interaction Problems: A Pre-Vocational Training Manual for Ages 17+

Diagnosis and Evaluation in Speech Pathology presents practical, useful assessment issues and tips on specific speech-language-swallowing disorders; provides flexible ways to assess the disorders through both standardized and non-standardized appraisal; and guides readers' attention through a wide variety of learning tools, including new assessment materials available commercially through research publications and via social media, learning objectives and self-assessment questions for each chapter, and concluding remarks that wrap up the information covered. The material also aids the clinician with accountability to third party payors. The new Ninth Edition of Diagnosis and Evaluation in Speech Pathology has been updated throughout and includes a new chapter on adult dysphagia and pediatric feeding and swallowing disorders; a new chapter on issues of head and neck cancer and alaryngeal speech rehabilitation; a revised chapter on report writing; current clinical insights into diagnosing and evaluating communications disorders, and two new Appendices, one showing how to conduct oral peripheral examinations and the other presenting standard reading passages, which can be used in various types of assessment.

The third edition of Atlas of Laryngoscopy has been updated and improved upon to present the latest information from experts in the field. Each of the 146 chapters is made up of applicable case studies and color, high-resolution photographs. As the skill of diagnosis remains critical for residents, fellows, practitioners, and academics, the third edition adds new diagnostic information. It also includes new clinical observations. Covering everything from normal vocal fold anatomy to vocal fold cancer to rare traumatic injuries, there is no other book like this in the field. It is a must-have for residents and professors alike.

Featuring contributions from leading experts, Communication and Communication Disorders: A Clinical Introduction, 4e blends science, clinical applications, and introductory concepts to help readers develop a sound understanding of the field. Appropriate for both majors and non-majors, the text's consistent format and unifying organization address communication disorders involving articulation, fluency, voice and swallowing, language, and hearing. Focusing on communication disorders over the lifespan, the text balances speech-language pathology and audiology and includes separate chapters devoted to child and adult disorders. This edition includes a new chapter on pediatric audiology; expanded discussion of language acquisition; and more information on autism, ADHD, intellectual disabilities, and childhood aphasia. Case illustrations, figures, and photographs are used liberally to illustrate concepts and a capstone chapter highlights possible careers.

Mild Traumatic Brain Injury proposes that there is a diagnosable and treatable sub-type of Persistent Post-Concussive Syndrome (PPCS) following mild Traumatic Brain Injury (TBI). This sub-type of PPCS is characterized by: (a) multiple intermittent (or "partial seizure-like") symptoms in the absence of a conventional epileptic syndrome; (b) untriggered, ego-dystonic mood-swings in the absence of clear environmental precipitants; (c) memory lapses and brief gap of "lost time;" and a high prior probability of responding well to treatment with anti-convulsant mood-stabilizers, such as valproic acid (Depakote, Divalproex) and carbamazepine (Tegretol). Both pediatric and adults patients may suffer from this loosely-defined syndrome and may go untreated for months or even years following one or more instances of mild TBI. The authors and contributors, from diverse professional backgrounds - including Adult Neuropsychology, Child Neuropsychology, Sports Medicine, and Neuropsychiatry - present a valuable, expert insight into the needs and methods of treatment for this large and often underserved population.Clearly written, practical, and requiring little knowledge of brain structure and function, Mild Traumatic Brain Injury provides all involved in client care with the tools they need to ensure good outcomes. Of particular value will be the near-unique coverage of the the mechanisms underlying blast-induced neuro-trauma, a subject of great concern to military personnel, care-providers, and their families. Audience

Die Autorin, erfahrene Sprachtherapeutin und klinische Linguistin, liefert Lesern mit dieser Einfuhrung den "Schlussel" zum Verstandnis der Lebenssituation von Menschen, die unter Aphasie leiden. Behandelt werden in dem Band die normale Sprachverarbeitung und die Fehlfunktionen bei Aphasie ebenso wie Therapien fur einen ganzheitlichen Sprachaufbau. Neben konkreten Anleitungen zur individuellen patienten- und alltagsorientierten Therapie eroeffnet die Autorin anhand zahlreicher Patientengeschichten einen Einblick in die Praxis.

Like all health professionals, speech and language therapists (SLTs) need to keep themselves up-to-date with the research evidence base that is relevant to their field of practice and be able to show how this contributes to their clinical decision-making. However, it is not always clear to practitioners how evidence-based practice (EBP) can be properly embedded in their day-to-day activities. In this valuable book, Hazel Roddam and Jemma Skeat present a wealth of instructive examples by SLT contributors from around the world, showing how clinicians, educators, and researchers have risen to the EBP challenge.

"Embedding evidence-based practice in speech and language therapy" showcases the creative ways that SLTs are developing knowledge and skills for EBP, creating contexts that support the use of evidence in practice, and working towards making evidence easily accessible and usable. It includes real-life examples of how SLTs have encountered a clinical problem or situation and have accessed and used the evidence within their day-to-day practice. The contributors come from a wide range of work settings, from services situated within large organizations to those in independent practice, and represent a range of clinical areas, from paediatric to adult and across speech, language, voice, fluency, Augmentative and Alternative Communication (AAC), and dysphagia.

This book is written for an audience of clinical practitioners, at any stage of their career, and is additionally a valuable resource for SLT students and lecturers.

Aphasia is a language disorder in which there is an impairment (but not loss) of speech and of comprehension of speech. Depending on the area and extent of the damage, someone suffering from aphasia may be able to speak but not write, or vice versa, or display any of a wide variety of other deficiencies in language comprehension and production. This book will review grammatical world class processing by aphasic individuals and bilingual aphasia, each of which is essential to an understanding of the topic. This book will also examine the role of the right hemisphere for language processing and successful therapeutic interventions in aphasic patients. Furthermore, new findings for the understanding of neural processes involved in the recovery of language functions in aphasic subjects are discussed. This book also expands and improves upon the currently accepted methodology used in the diagnosis of dementia, particularly when aphasia is a core symptom. Finally, dual-route models and right-hemispheric accounts are examined to predict comprehension of figurative language in healthy speakers as well as in patients with language disorders.

Disorders in communication, hearing, or swallowing are almost universally associated with HIV/AIDS, making this book an indispensable resource for health care professionals, including physicians, nurses, speech-language pathologists, and audiologists. It combines the accumulated experience and knowledge of a multidisciplinary group of internationally recognized authors. Information is structured for easy access with concise updates on the current understanding of communication, hearing, and swallowing disorders associated with HIV/AIDS and includes clinical strategies for identification, diagnosis, and intervention across all ages. It also incorporates novel chapters on aspects such as HIV/AIDS-associated balance disorders, clinical ethics, psychosocial impact, and infection control, making it the complete reference and clinical resource in the field.

This is the third book in the series "Children's Speech and Literacy Difficulties" and is based on research and practice with school-age children with persisting speech and associated difficulties. It focuses on the psycholinguistic nature of their difficulties, how to design intervention programmes, and how intervention outcomes might be measured. It will serve as a practical handbook and will contain usefuls word lists, tips and photocopiable sheets in the appendix.

Each chapter will summarise recent research findings and close with a bulleted summary of the main points in the chapter.Provides an explanation of the psycholinguistic approach and how to implement it, and integrate it with other approaches.Includes case studies

This book demonstrates novel ways of working across a wide variety of clinical areas, including children, people with learning difficulties and adults with acquired communication disabilities. It explores the paradigm shifts beyond technical rational approaches to professional artistry underpinned by reflective practice and user involvement. It discusses values, understanding expectations of clients, the commonalities of therapy, the Care Aims model and the biopsychosocial model in dysphasia management.

The contributors look at the three elements of competence, knowledge, skills and attitudes and attributes, to demonstrate the relationship between observable skills and the hidden influential aspects of competence that play a vital role in making a practitioner professionally competent. By bringing together constructs and challenges from differing areas of practice, the book will stimulate readers to think about their work in new ways by learning from experts outside their own scope of practice.

Although the problem of dyslexia is widely recognized, its definition continues to be debated. This new edition of a classic book provides a synthesis of research on the cognitive deficits of dyslexia and reviews evidence concerning its biological bases. The author not only considers the causes of reading and spelling problems, but also how, in spite of their difficulties, dyslexic children accomplish levels of literacy that initially seem beyond them.

The first edition of the book has been substantially rewritten, updated and extended to cover the biology of dyslexia, recent research on auditory and visual processing in dyslexia, and studies that evaluate teaching interventions for dyslexic children. Dyslexia will prove to be an invaluable resource for professionals and general readers alike.

Though a good deal is known about the remediation of dyslexics of all ages, there is growing awareness among teachers and others that there is much more to their work that teaching literacy skills. Most of us experience stress at some point in our lives, but experience suggests that dyslexics are particularly vulnerable to it. This book presents documented evidence on the subject.

The second edition has been substantially rewritten and contains contributions from both dyslexics and non-dyslexics. Many of the contributors to the first edition have substantially rewritten their original chapters.

Among the new contributors are Morag Kiziewicz, herself dyslexic and a learning support manager at the University of Bath; Michael Lea, a professional musician; and Julian Cox, who, in the editor' s view, was unjustly convicted of murder by the courts when the whole event leading to this was a tragic accident brought about by his disabilities. All describe the ways in which dyslexia has influenced their lives. There are also chapters by Lindsay Peer, who writes from her standpoint as education office of the British Dyslexia Association and Melanie Jameson, who is advisor to the Adult Dyslexia organization and speaks of the way dyslexics' stresses in the lawcourts sometimes lead to serious miscarriages of justice.