This book features case studies of ten individuals with acquired neurological disorders. These disorders have implications for speech, language, and communication, but to date they have not been the focus of research in speech-language pathology. Chapters present a brief medical overview of each condition, followed by detailed linguistic analysis. A carefully assembled narrative captures the impact of each neurological disorder on an individual's daily life and social activities. This structured approach, supported by further reading and exercises, gives readers a nuanced understanding of each disorder's clinical presentation and language and communication features, and the complex interrelationship between language, communication, and cognitive and motor symptoms. The book will be of interest to students of all levels, researchers, and clinicians in speech-language pathology and related disciplines, including neurology, psychiatry, and psychology.

This essential book offers an accessible, evidence-based guide to Nonverbal Learning Disability (NVLD) informed by the most current research, and clinical and educational practice. It provides a thorough explanation of the science behind the condition, alongside ideas, support, and practical tips for managing the everyday challenges of the disorder at school and in family life. Mammarella, Cardillo, and Broitman describe the main characteristics of the condition from both theoretical and practical points of view, as well as examining the similarities and differences between NVLD and other neurodevelopmental disorders. They explore the cognitive and academic weaknesses and strengths of children with NVLD, and the emotional and social difficulties they may experience. The book also provides a systematic review of scientific studies in this field whilst focusing on issues of diagnostic criteria, as well as assessment and intervention strategies. Practical examples are given for teachers and parents to help support children with NVLD in improving their visuospatial and motor skills, as well as peer-social relations, and in promoting the child's individual abilities. Understanding Nonverbal Learning Disability is essential reading for parents and practitioners in clinical and educational psychology, and health and social care, and students in these fields.

The Clinical Neuroscience of Lateralization gives the first comprehensive transdiagnostic overview of the evidence for changes in hemispheric asymmetries in different psychiatric and neurodevelopmental disorders. Taking a multidisciplinary perspective informed by both basic science and clinical studies, the authors integrate recent breakthroughs on hemispheric asymmetries in psychology, neuroscience, genetics and comparative research. They give a general introduction to hemispheric asymmetries and the techniques used to assess them, and review the evidence for changes in hemispheric asymmetries in different psychiatric and neurodevelopmental disorders. The book also discusses neurological disorders like Parkinson's disease and multiple sclerosis and highlights the importance of open science in clinical laterality research. Offering a fresh perspective on a longstanding issue in clinical neuroscience, this book will be of great interest for academics, researchers, and students in the fields of clinical and developmental neuroscience, biopsychology and neuropsychology.

This text responds to the growing need for speech-language pathologists in school settings by asking how factors including people, work, pay, opportunities for promotion, and supervision impact the overall job satisfaction of school-based speech-language pathologists. Drawing on data from a quantitative study conducted in schools in the US, the text foregrounds the experiences and perspectives of speech-language pathologists working in the public school sector, and illustrates the critical role of effective and supportive educational leadership and administration in ensuring effective recruitment, retention, and job satisfaction amongst these much needed professionals. The text highlights growing responsibilities of speech-language pathologists in schools and considers recruitment and challenges in the sector can be remedied by greater understanding of how job satisfaction relates to speech-language pathologists' experiences and perspectives on pay, work, opportunities for promotion, and support from a supervisor. This short text is aimed at researchers, scholars, and administrators in meeting the growing needs of children and students with speech and language difficulties in Early Childhood, Elementary, and Secondary education settings . The text will be particularly valuable for school leaders looking to support speech-language pathologists in their setting.

* Balances the two major methodologies used in clinical phonetics: impressionistic transcription and instrumental analysis. * Focuses on instrumental assessment and technological advances, which are not covered in sufficient depth in most current textbooks. * Includes not only articulatory/physiologic and acoustic phonetics, but also auditory (perceptual) aspects * Accompanied by video files for students and clinical professionals who want guided practice in the application of procedures with clinical populations.

This important book presents a unique, personal account of the impact a mild traumatic brain injury can have. It tells the story of Pauline, who was 33 when a late football tackle caused a bleed in her brain which went undiscovered for 18 months. The account includes descriptions of hidden symptoms of concussion and post-concussion syndrome, pitfalls in diagnoses, the uneven progress of recovery and the effect of the varied reactions which others have to an acquired brain injury. The author incorporates memories alongside extracts from clinic notes, diary entries and emails to reflect the disjointed progress of diagnosis and recovery as- although similar- no two head injuries are the same. Through this book, the reader gains an appreciation of the confusion experienced by many brain injury survivors, which sheds light on why some may develop unusual behavior or mental health issues, and how such issues can be alleviated. Brain injuries are poorly understood by the general public and this can lead to difficult interactions. Moreover, complications in diagnosis means some may not realize they have this milder form of brain injury. This book will enlighten brain injury survivors and affected families and allow professionals an insight into their patients' experiences. As concerns grow over the risks which contact sports pose, this book shows how even mild brain injuries can wreak havoc with careers, relationships and one's sense of self, but that a happy life can still be found.

This important book presents a unique, personal account of the impact a mild traumatic brain injury can have. It tells the story of Pauline, who was 33 when a late football tackle caused a bleed in her brain which went undiscovered for 18 months. The account includes descriptions of hidden symptoms of concussion and post-concussion syndrome, pitfalls in diagnoses, the uneven progress of recovery and the effect of the varied reactions which others have to an acquired brain injury. The author incorporates memories alongside extracts from clinic notes, diary entries and emails to reflect the disjointed progress of diagnosis and recovery as- although similar- no two head injuries are the same. Through this book, the reader gains an appreciation of the confusion experienced by many brain injury survivors, which sheds light on why some may develop unusual behavior or mental health issues, and how such issues can be alleviated. Brain injuries are poorly understood by the general public and this can lead to difficult interactions. Moreover, complications in diagnosis means some may not realize they have this milder form of brain injury. This book will enlighten brain injury survivors and affected families and allow professionals an insight into their patients' experiences. As concerns grow over the risks which contact sports pose, this book shows how even mild brain injuries can wreak havoc with careers, relationships and one's sense of self, but that a happy life can still be found.

Originally published in 1991, the recent developments in the study of phonological disorders in children had led to a fruitful interaction between speech pathology and phonology. It is one aspect of the application of linguistic theory to the study of speech and language disorders which had opened up a new field, clinical linguistics. This book brings together the concerns of the linguist and the speech pathologist; the essays chosen share the quality of not discussing theory or therapy without addressing the implications one has for the other. By concentrating on recent work the editor hoped to stimulate further discussion in this important and fast growing area of research.

What assessment tests are available to speech therapists? How are they best used? Originally published in 1993, Assessment in Speech and Language Therapy was designed to guide speech therapists in choosing the most appropriate assessments for evaluation, monitoring and intervention at the time. By providing guidance on defining the issues in assessment, it shows how to make sure that the process will produce a result relevant to the therapist's own needs and those of his or her clients. The major issues involved are discussed in detail, in particular how to make sure that assessments are relevant to individual needs. This title will be invaluable to all speech therapists and clinical psychologists working in this area.

For many centuries scientists and philosophers have endeavoured to solve the baffling problem of human language. Originally published in 1949, Dr Stein had been fascinated by this problem and collected an enormous amount of data from past and present ages which, when viewed together, shed light upon the origin, evolution and meaning of human speech. He adheres to the broad concept that the development of the individual is a brief recapitulation of the evolution of the race, and has attempted to apply this principle to the solution of the problem of language. For this purpose, he has delved into the realms of prehistory, history, comparative philology, anatomy, physiology and psychology and has made conjectures from his data as to the prehistoric patterns of human speech. Where direct evidence is lacking he has resorted boldly to analogy and fantasy. The result is an intriguing mosaic which should prove interesting to all those concerned with the promotion of human relations which are, to a great extent, dependent on communication through speech. The work is crowned by the fact that his assumptions were being verified by the promising results obtained in the treatment of speech disorders based upon them at the time.

Originally published in 1987, this book presented new ideas on the treatment of stuttering, by leading authorities within Britain at the time. There are chapters on children and adolescents, as well as on adults. In each chapter the author describes the therapeutic approach, how it fits into general views on the nature of stuttering, the clients for which it is appropriate, and possible methods of evaluation. The book is aimed at speech therapists and psychologists and provided an important up-date of the subject for practitioners.

Originally published in 1942, this title was recognised as setting new standards in the scientific approach to speech problems. Much speech therapy in the past had been unsatisfactory because of its emphasis upon the purely mechanical aspects of the condition, while at the same time the purely psychological approach was not sufficient to lead to satisfactory and radical treatment either. In this title the author combines the two approaches and by setting out the basic pathology of the various conditions, he throws new light upon them. Today it can be read and enjoyed in its historical context.

Originally published in 1980, this is a book about the psychology of figurative language. It is however, eclectic and therefore should be of interest to professionals and students in education, linguistics, philosophy, sociolinguistics, and other concerned with meaning and cognition. The editors felt there was a pressing need to bring together the growing empirical efforts of this topic. In a sense, recognition of the theoretical importance of figurative language symbolized the transition from the psycholinguistics of the 1960s to that of the late 1970s, that is from a linguistic semantics to a more comprehensive psychological semantics with a healthy respect for context, inference, world knowledge, and above all creative imagination. The organization of the volume reflects the more basic, general concerns with cognition - from historical and philosophical background, through problems of mental representation and semantic theory, to developmental trends, and to applications in problem solving.

Originally published in 1963, this title was an attempt to provide a new basis for the discipline of Speech Therapy. This was the first work to be published in England relating speech pathology to the wider study of human communication. It also contains results of original research into the problems of Dyslalia and Stammering. Several chapters are devoted to accounts of diagnostic measures and aids.

In the years prior to publication 'cures' for stuttering seemed to appear constantly, but many were of limited value, were poorly evaluated and gave only a temporary alleviation that was not transferred to daily life. More responsible clinicians produced publications expounding one particular approach to therapy but less was available giving a balanced overview which was of practical help to therapists. Originally published in 1983, this book aimed to provide such an overview, with a focus on practical intervention rather than on theory. The need for careful assessment is particularly stressed and also the need for flexibility in the choice of treatment for any one client. Changes in fluency are looked at in relation to the effects they might have on the person's life as a whole and factors involved in the maintenance of this change are discussed. In addition, adjuncts to speech therapy, such as drugs, hypnosis and various forms of masking are evaluated. Issues of the training of therapists are raised and suggestions made as to the nature of the therapeutic relationship when working with people who stutter.

There are numerous books dealing with epilepsy but none of them is entirely devoted to the manifold relationships between language and epilepsy. The present monograph focuses on the verbal shortcomings, disorders, deviances, and peculiarities which may be observed in patients with epilepsy, and endeavors to uncover the links between the observed linguistic features and the disturbance of bio--electrical activity that characterizes epilepsy. It describes the many verbal impairments and involuntary verbal behaviours which may occur during epileptic seizures, depicts the various types of language--induced reflex epilepsy, discusses the possible relations between stuttering and epilepsy and between literary production and epilepsy, analyses the verbal consequences of surgery for intractable epilepsy, and deals extensively with the durable verbal deficits which may be due to, or be concomitant with, some forms of abnormal bio--electrical brain activity. The book is meant primarily for clinicians and caretakers who are professionally concerned with epilepsy. However, it is written in such a way that it can be easily understood by lay people who would like to gain an insight into the nature of epilepsy and into the verbal phenomena which may accompany it.

Newly updated, Gavin Reid s best-selling handbook remains an essential resource for those helping dyslexic individuals of all ages, from preschoolers to adults in the workplace. * Combines theoretical explanations, the latest research, and practical solutions with a focus on inclusion and meeting the individual s needs * New and expanded coverage includes: multilingualism; the use of technology; co-existing conditions such as dyspraxia, dyscalculia, and ADHD; and positive dyslexia * Assembles the latest policies and best practices for dyslexia from around the world, and makes current debates regarding education and literacy accessible to trainees and practitioners

Originally published in 1987, Aphasia Therapy surveys the approaches to aphasia treatment from throughout the world that have been taken both in the past and in the present day. The authors critically examine the assumptions underlying different approaches, and show their effects on modern clinical practices. Finally, the book offers new perspectives on some contemporary issues in aphasia therapy, the effectiveness of treatment, and the relationship between an analysis of a patient's problems and the processes of treatment. Aphasia Therapy is divided into three parts: Part 1 illustrates some approaches to treatment in the period up to World War II - for instance, a didactic approach which emphasised the importance of repetition; the second part considers the different kinds of approaches to therapy that have developed since then - seven "schools" of treatment are identified; Part 3 considers whether there is evidence that treatment of aphasia is effective: the authors argue that in future, aphasia treatment must involve the development and evaluation of specific treatment methods that are theoretically motivated by a coherent analysis of the individual patient's problems. Students, postgraduates, and practising clinicians in speech therapy will find this volume of great interest, as will neuropsychologists and clinical psychologists.

Understanding Everyday Communicative Interactions is a unique text that uses a situated discourse analysis (SDA) framework to examine basic human communication and the interactions of those with communicative disorders in everyday and clinical settings. The book introduces SDA as a theoretical and empirical approach for examining the complexities of communicative interaction. It explores how people collaborate in everyday contexts to communicate successfully and how they learn to do so. From close analysis of a pretend game played by two children and their father to an observation of a man with aphasia and his family at a football match, the present volume offers rich portraits of communicative lives and illustrates the applications of SDA. The final part of the book uses SDA methods to demonstrate how clinicians can function as communication partners even during assessments and can design rich communicative environments for therapeutic interventions. In explaining the SDA framework and equipping readers with the tools to understand the nature of human communication, this sophisticated and engaging book will be an essential reference for students, researchers, and clinicians in communication sciences and disorders.

Students with communication difficulties need skills to communicate functionally in everyday situations, without the usual support and protection from home and school. These skills need to be explicitly taught, to enable them to become confident young adults. SmiLE Therapy is an innovative therapy designed to equip students with the skills necessary to become responsible individuals who operate at the highest level of independence that their circumstances and condition allow. Teachers and speech and language therapists have always included functional life skills practice in their work with students. Now, for the first time, they can do so using a therapy with a proven method that has demonstrable outcomes. This book is a practical step-by-step resource, designed to guide teachers and SLTs in the delivery of SmiLE Therapy with students who have communication difficulties due to deafness, specific language impairment, learning difficulties, autism or physical disability. It includes a clear step-by-step approach to preparing, running and evaluating SmiLE Therapy, with photocopiable resources and clear outcome measures from each module to share with parents, staff, education and health managers.

This textbook describes the approaches to phonology that are most relevant to communication disorders. It examines schools of thought in theoretical phonology, and their relevance to description, explanation and remediation in the clinical context.

A recurring theme throughout the book is the distinction between phonological theories that attempt elegant, parsimonious descriptions of phonological data, and those that attempt to provide a psycholinguistic model of speech production and perception.

This book introduces all the relevant areas of phonology to the students and practitioners of speech-language pathology and is a companion volume to the authorsa (TM) Phonetics for Communication Disorders.

This book investigates language disorders in children who speak languages other than, or in addition to, English. The chapters in the first section of the volume focus on language disorders associated with four different syndromes in multilingual populations and contexts. This section discusses language disorders associated with autism spectrum disorders, Down syndrome, fetal alcohol syndrome and Williams syndrome. The chapters in the second section of the book relate to language impairment in children who speak diverse languages, although the issues they address are relevant across languages and cultural contexts. The book also reviews assessment procedures and intervention approaches for diverse languages, including Bengali, Cantonese, French, Spanish, and Turkish. The volume aims to stimulate thoughtful clinical practice and further research in language disorders in multilingual populations.

Pete, Jem and Belle play hide and seek. Pete has a very good hiding spot - will they ever find him? Targeting Subject-Verb-Object sentences and prepositions, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form. Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.

Examining representations of speech disorders in works of literature, this first collection of its kind founds a new multidisciplinary subfield related but not limited to the emerging fields of disability studies and medical humanities. The scope is wide-ranging both in terms of national literatures and historical periods considered, engaging with theoretical discussions in poststructuralism, disability studies, cultural studies, new historicism, gender studies, sociolinguistics, trauma studies, and medical humanities. The book's main focus is on the development of an awareness of speech pathology in the literary imaginary from the late-eighteenth century to the present, studying the novel, drama, epic poetry, lyric poetry, autobiography and autopathography, and clinical case studies and guidebooks on speech therapy. The volume addresses a growing interest, both in popular culture and the humanities, regarding the portrayal of conditions such as stuttering, aphasia and mutism, along with the status of the self in relation to those conditions. Since speech pathologies are neither illnesses nor outwardly physical disabilities, critical studies of their representation have tended to occupy a liminal position in relation to other discourses such as literary and cultural theory, and even disability studies. One of the primary aims of this collection is to address this marginalization, and to position a cultural criticism of speech pathology within literary studies.

"SPPARC" highlights the importance of working with partners in order to create real life change both for partners and for people with aphasia. "The SPPARC" pack consists of a manual, downloadable resources and provides: practical resources to run, support and conversation training programmes either for groups of partners or for the partner and the person with aphasia together as a couple; conversation assessment and treatment materials, photocopiable and printable (from the downloadable resources) activities and handouts, as well as an introduction to conversational analysis; and, downloadable resources with 27 extracts of everyday conversations between several people with aphasia and their partners, which can be used as a resource both for assessing everyday conversation and for facilitating change.Theoretically validated through the 'Coping with Communicating' research project from University College London, "SPPARC" goes beyond the theory and provides a complete resource of clinically effective tools to work with people with aphasia and their communication partners.