First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.

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

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

During adolescence social development and social status among peers is of crucial importance. For teenagers with Autism Spectrum Disorders (ASD) social interaction does not come naturally and often needs to be carefully learned. This workbook provides guided strategies to help those with ASD engage and connect with other people at home, school, work, at social gatherings and in the community. Using a restaurant menu as a template, The Social and Life Skills MeNu guides readers through each step of a conversation with starter statements to initiate conversation, main course topics to convey the purpose of the interaction, and treats that bring the exchange to a close. Packed with questionnaires, discussion logs and hypothetical social scenarios, this workbook encourages students to think through their responses and consider the consequences of what they say and how others might react. By practicing these easy techniques students can improve self-awareness, increase self-confidence and build on their daily life skills. This book will be a life-changing tool for all teenagers and young adults with social cognitive disorders, as well as their parents and the teachers and other professionals who work with them.

For many children, the act of communication which most of us take for granted can be a struggle, and communicating with others can become something to fear rather than enjoy. This creative book is full of fun and imaginative ideas to help children aged 4-11 with a speech or language delay or disorder to develop their communication skills. It is packed with activities and games specifically tailored to help develop skills such as articulation, vocabulary development, breath control, conversation skills and non-verbal communication. Tips for personalising and shaping the activities are also provided. A comprehensive theory section supports the ideas presented, and practical advice on working with groups and individuals and in different settings is also given. This activity book will be an invaluable resource not only for speech and language therapists and students, but also for parents, teachers, carers and other support staff who are looking for creative ways to promote language development.

This follow up to Free to Speak: Overcoming Spasmodic Dysphonia, 2005, is solid proof that the model works. The possibility of re-grooving voice production beyond the prison of SD to freedom in voicing is demonstrated in case studies and backed up by efficacy data. This book is a must have for anyone suffering from SD or serious voice dysfunction and the professionals who treat them. Therapy tips and strategies are outlined so the book can guide the patient, perhaps in collaboration with their therapist, to become free to speak again.

Literacy teaching tends to take a structural approach to language, focusing on auditory products or skills such as sounds, morphemes, words, sentences, and vocabulary. However, new research suggests that the majority of English speakers actually think and learn in visual concepts, and that there is a cultural and linguistic mismatch between auditory teaching methods and the way students think and learn. This has important implications for all educators including those who work with students with neurogenic disabilities, such as autism spectrum disorders and ADHD. In her new book, Dr. Ellyn Lucas Arwood outlines a revolutionary four-tiered model of how a learner acquires language, and suggests ways to impose visual language functions onto an auditory language like English in order to improve learning for both neurotypical learners and those with neurogenic disabilities. Dr. Arwood provides tried-and-tested intervention strategies that work with all levels of ability, giving readers the knowledge and confidence to teach learners to become more literate in a way that raises learners' abilities to think and problem solve. This book takes a fresh look at how language and literacy interact, and will be of interest to educators and special educators, speech and language pathologists, and other professionals who support language learning and development.

The purpose of this special issue of Aphasiology is to honour Dr. Audrey Holland and her prolific research and clinical achievements over the past 50 years. The issue has been constructed to exemplify the breadth of Dr. Holland 's influence not only in terms of research topics (e.g., aphasia, dementia, research methodology) but also geographic span, with contributing authors from around the globe. All contributors, some former mentees and others contemporaries and collaborators, have been similarly inspired through their interactions with Dr. Holland to advance the field of neurogenic communication disorders, as is reflected in each of their papers.

Spotlighting two of the most prevalent and most researched genetically based disabilities - Down syndrome and Fragile X syndrome - this cutting-edge text clarifies the distinct speech and language issues associated with each disorder and helps readers conduct individualized assessment and intervention.An essential upper-level textbook and an invaluable professional reference, this book gives readers the up-to-date research and clinical insight they need to: fully understand both disabilities - the behaviors, characteristics, genetics, and treatments associated with each; see how speech and language develop across the lifespan, from infancy to adulthood; apply principles of effective assessment with people from every age group; use specific interventions to support key aspects of speech and language development; tailor assessment and intervention to an individual's communicative needs and abilities; tune into the family's perspective and encourage their ongoing involvement; and examine other disorders by using this research as a model for future practice.Authoritative contributions from more than 15 leading experts prepare readers for effective clinical practice, and the ""directions for research"" sections throughout the book help researchers shape future studies and move the field forward. A necessary resource for SLPs, pediatricians, AAC specialists, and early interventionists, this definitive volume is key to supporting the communicative competence of people with Down syndrome and Fragile X syndrome at every stage of life.

This is the annual published proceedings of the 36th Clinical Aphasiology Conference (CAC). It was held in Ghent, Belgium, and was the first CAC meeting to be held outside North America. As a result, the 2006 CAC attracted a substantial number of submissions from European researchers and clinicians, many of whom had never attended CAC before. Included in this issue are papers that have been peer reviewed and selected from among the papers and posters presented at CAC. Both theoretical and clinical papers relevant to the provision of clinical services to people with aphasia are included.

This extensively revised edition is now an up-to-date clinical text, with ideas on relating theory to current practice. It is an invaluable resource for those working with children who are dysfluent, containing revised chapters on all stages of dysfluency and practical ideas and suggestions for therapeutic approaches. Areas covered include: development of stammering; assessment of children who are dysfluent; early dysluency; borderline stammering; confirmed stammering; group therapy; and working with nurseries and schools.

This state-of-the art volume is a follow-up to the 1999 publication, "Stuttering Research and Practice: Bridging the Gap," edited by Nan Ratner and E. Charles Healey. Like its predecessor, the current book is an edited collection of the presentations from the American Speech-Language-Hearing Association's Annual Leadership Conference in Fluency and Fluency Disorders.
 
Among the topics covered are evidence-based practice, impact of the self-help and support groups, meta-analyses of selected assessment and intervention programs, current theories of stuttering, and the predicted path of stuttering intervention in the future. The authoritative representation of contributors offers the reader the most up-to-date presentation of fluency issues, with a special emphasis placed on the practical clinical implications of fluency assessment, treatment, and evolving theories of the disorder.
 
The book is written for fluency specialists and graduate students in programs of fluency disorders. Itwill also be valuable for the clinicians who wish to upgrade their skills in treating fluency disorders.

This special issue of Aphasiology represents the papers accepted for publication which were among those presented at the 34th Clinical Aphasiology Conference, held in Park City Utah in 2004. They have been peer-reviewed and selected by a distinguished group of ad-hoc editorial consultants from among the considerably larger number of papers and posters presented at the meeting itself.

This is one-of-a-kind resource presents a wide range of expert opinions about phonological disorders in children, allowing readers to understand and compare diverse approaches to assessment and intervention, choose the ones that will work best, and use their new knowledge to make decisions during clinical interventions. For each of the book's three sections--Assessment and Classification. Goal and Target Selection, and Intervention--the editors pose important "frequently asked questions" for each contributor to answer, on topics such as diagnostic classification systems, integration of language goals with phonological goals, selection of treatment goals and targets, individual therapy versus group therapy, and what to do when an intervention plan is not working. Through the theoretical insights and practical experience each contributor shares--and a helpful conclusion that comments on all the approaches discussed--readers will have the broad and balanced knowledge they need for informed clinical decision making. Speech-language parhologists, graduate students, audiologists, and educators will use this comprehensive, accessible resource to shape their practices and improve the lives of children with phonological disorders.

A revised edition of a classic introductory phonetics guide and workbook For years both students and instructors have found that the key to mastering phonetics is careful listening and extensive transcription practice. This new edition combines Calvert's descriptive phonetics text and Calvert's workbook into one updated, user-friendly guide to phonetics and transcription. The book contains a wealth of phonetics exercises as well as online access to additional material for practice outside the classroom. Key Features: Includes the most up-to-date information on dialect and applied phonetics Concept questions at the end of each chapter help students integrate previously learned and new material Extensive listening exercises facilitate mastery of the International Phonetic Alphabet (IPA) Phonetic transcription drills give students practice in both listening and transcription This book is an excellent study tool and clinical review of basic phonetics for all students in speech language pathology and audiology.

Transcortical aphasias is the term used for syndromes in which the ability to repeat language is relatively preserved despite marked disturbances in other linguistic domains. Although there are a number of well-known reference texts on language disturbances after acquired brain damage that uncover the classical syndromes of aphasia (e.g. conduction aphasia) in a comprehensive fashion, this monograph is unique in its coverage of the different clinical, linguistic, and neuroanatomical aspects of transcortical aphasias.
This book offers a comprehensive, contemporary and scholarly account of transcortical aphasias by combining valuable information upon cognitive neuropsychology, neuroimaging and functional localization of residual repetition and other language functions among patients with transcortical aphasias.
The book covers: historical aspects; assessment of language deficits from a clinical and psycholinguistic perspective; clinical phenomenology, aetiology, neural substrates, and linguistic mechanisms underlying each of the three clinically established variants of transcortical aphasias (motor, sensory, and mixed); associated phenomena such as echolalia, completion phenomenon, automatic speech, and prosody; and neuroanatomical correlates including structural and functional neuroimaging. Each chapter presents the description of original and published cases which illustrate the various clinical patterns of transcortical aphasias.

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In this volume the authors combine two clinically-oriented approaches to language disorder. The clinical aspects of aphasia syndromes are stressed but the authors also review assessment techniques, linguistic analyses, problems of aphasia classification, and frequently occuring related disorders such as alexia, agraphia and acalculia. In addition, commonly encountered speech disorders, neurobehavioral and psychiatric problems commonly associated with apasia, and the language characteristics of aging and dementia reviewed. A neural basis is proposed for aphasia and related problems. Finally, aspects of rehabilitation and recovery are presented.

Anatomy and Physiology of Speech and Hearing Anatomy and Physiology of Speech and Hearing by Bernard Rousseau and Ryan C. Branski fulfills a growing need for a contemporary resource for students in speech and hearing science training programs. Extending well beyond traditional speech science and human anatomy, this publication encompasses the latest advances in the understanding of human physiology, basic cell functions, biological control systems, and coordinated body functions. Anatomy and Physiology of Speech and Hearing includes award-winning anatomic artwork from Thieme's Atlas of Anatomy, adding a rich visual basis to the clinical facets of speech, language, swallowing, hearing, and balance. The book begins with fundamentals of human anatomy and physiology such as embryology and development of speech and hearing mechanisms. The second section details nervous system functions including central and peripheral motor control. The physiology of respiration, phonation, articulation and resonance, hearing, swallowing, and balance are covered in the last six chapters. Key Features Highlighted key terms, review questions, learning objectives, and summaries enable instructors and students to consolidate information Textboxes offer meaningful examples of clinical disorders in a context conducive to applying newly learned concepts Over 400 high-quality, detailed anatomical illustrations maximize comprehension of anatomical and physiological aspects of speech, language, swallowing, hearing, balance and related functions Online access to Q&A content and anatomy figures provides labels on/off functionality for interactive study and review This core textbook is essential reading for undergraduate and graduate students in communication sciences and disorders. The connection between basic and clinical science enables students to maximize learning and apply this new knowledge during clinical placements and externships.

Speech Bubbles 2 is the second set in a series of picture books designed to be used by those working with children who have delayed or disordered speech sound development, children receiving speech therapy or those wanting to provide sound awareness activities for children. The set includes 12 beautifully illustrated storybooks, each targeting a different speech sound in different positions within words, and a user guide with notes on each individual story. Designed to be read aloud to the child in a therapy, classroom or home setting, the stories create a fun and engaging activity that can be returned to again and again. The full set includes: Twelve bright and engaging stories targeting the following early developing sounds and sounds frequently targeted in speech therapy: /v/, /z/, /sh/, /ch/, /h/, /y/, /j/, /r/, /l/, /w/, /r/ blends and /l/ blends. A user guide supporting the use of the stories, with individual notes on each. Perfect not just for therapy but also for encouraging early sound awareness and development, this is an engaging and invaluable resource for speech and language therapists and pathologists, parents and caregivers and teachers working with children aged 2- 8 years.

FIVE STARS from Doody's Star Ratings (TM) Audiology Answers for Otolaryngologists, Second Edition an ideal pocket-sized guide for Board prep and clinical practice Significant advances in Audiology during the last few decades have resulted in a wide spectrum of sophisticated treatment options and diagnostic tests. This concise, easily accessible FAQ format addresses the multidisciplinary aspects of the field, providing audiologists, otolaryngologists, Otolaryngology residents and other specialists with a high-yield study guide. Key highlights in second edition Expert authors answer the "most frequently asked" Audiology questions, enabling quick comprehension of key Audiology concepts. Topics new to the second edition include multifrequency tympanometry and ototoxic monitoring; while updates cover vestibular evoked myogenic potentials, video head impulse testing, bow and lean tests, current hearing aid technology and wireless accessories, and standards for testing hearing aids. Two new chapters cover the audiological assessment of pediatric patients and the educational training of audiologists. More than 130 figures and tables elucidate learning. This succinct, pocket-sized Audiology guide will greatly benefit Otolaryngology residents with demanding schedules who often struggle preparing for and mastering the challenging Audiology component of the Board exam. The reader-friendly format also provides a quick, go-to reference for ENT practitioners.

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.

The English word infant is derived from the Latin word meaning unable to speak, reflecting the general sense that the transition from infancy into childhood is marked by the production of the child's first word. However, modern methods for measuring infant behavior and brain activity suggest that there is a great deal of language learning that goes on before first word production. The book, Language Development, by LouAnn Gerken, Ph.D. examines both classic and current studies that trace the development of human language from before birth to the early childhood years. By focusing on areas of language development in which a unified set of theoretical issues has been explored, the book presents a theoretically and empirically more coherent approach to language development than other books in this discipline. The book also considers the theoretical questions that drive language scientists to pursue these studies: What are the biological underpinnings of language? Why has it proven so difficult to build a computer that learns language? Is language learning like or unlike learning of other abilities such as math or music? How should we best characterize developmental language disorders? This book is aimed at the junior and senior undergraduates and the graduate students enrolled in Language Development across psychology, linguistics, and communication disorders. For practitioners engaged in working with language development/disorders, this is the perfect book to "stay up-to-date." Each chapter in this book includes valuable highlights of "thought questions" to help students ponder the content of the chapter. Lucid narration of contents has been significantly augmented by ample usage of tables and illustrations.

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

If your child finds talking to people a struggle, this is the book to get the conversation started. In this hands-on guide, Heather Jones offers practical advice, born of experience with her own son, which will help you teach your child the principles of communication. Full of strategies and examples, it shows how you can allay fears, build confidence and teach your child to enjoy conversation. Once a child gets used to talking with other people, many life skills can develop more easily as they grow up - from making friends and shopping for themselves, to being interviewed and eventually getting a job. This handy book provides guidance and inspiration to parents, teachers and anyone else who cares for a child who finds language and comprehension difficult.

This volume examines the ramifications of individual differences in therapy outcomes for a wide variety of communication disorders. In an era where evidence-based practice is the clinical profession's watchword, each chapter attacks this highly relevant issue from a somewhat different perspective. In some areas of communication disorders, considering the variance brought by the client into the therapeutic 'mix' has a healthy history, whereas in others the notion of how individual client profiles mesh with therapy outcomes has rarely been considered.

Through the use of research results, case study descriptions and speculation, the contributors have creatively woven what we know and what we have yet to substantiate into an interesting collection of summaries useful for therapy programming and designing clinical research.