Market: Those interested in speech, especially speech production, and graduate students studying the anatomy and physiology of speech. Katherine Safford Harris is known throughout the speech research community for her contributions to our understanding of speech behaviors and her leadership at Haskins Laboratories. Her research has shown how the study of speech disorders can provide a window through which we can observe normal behaviors and learn much about the control systems of speech production. In recognition of this work, each section of this book contains chapters on normal speech production as well as speech disorders. These original contributed chapters cover a wide range of subjects, including respiratory patterns in normal speech, speech breathing processes in hearing-impaired persons, laryngeal adductory behaviors, spasmodic dysphonia, tongue shaping and vowel articulation, speech production in children with cochlear implants, and more.

To understand mental function, we need to uncover the representations and processes underlying our ability to comprehend and to produce words, sentences,numbers and objects (or pictures of them). The unique contribution of the field of cognitive neuropsychology is the investigation of these representations and processes in individuals who have sustained selective brain damage. Indeed, studies of such individuals provide a window into the mental system and allow us to explore the functional architecture that is necessary and sufficient for cognition. This special issue of Cognitive Neuropsychology is a collection of papers that exemplifies this type of cognitive neuropsychology research. The special issue is designed to honour and pay tribute to Eleanor M. Saffran, one of the pioneers of this discipline, who adopted this approach in her wide-ranging investigations of individuals with cognitive impairment following brain damage. The papers included in this collection all explore issues concerning behavioural and neural mechanisms mediating cognition and are divided into four separate sections. Two of these focus on language, with the emphasis of the first on single word recognition and the second on processes that are invoked beyond the single word level. Conceptual and semantic processes are covered in a third section and the final section is concerned with issues related to more peripheral processes, which, when impaired, give rise to alexia, agnosia and/or agraphia. This extensive collection of papers represents a comprehensive overview of the current state of the field and the papers elucidate the most recent findings in the domain of cognitive neuropsychology.

Children with developmental disabilities inhabit a gray zone: they live and learn under normal conditions in some aspects of their lives, while their "inconvenient brains" present a range of challenges in other school and life contexts. Dr. Martha Bridge Denckla provides parents and educators with general knowledge, research findings, and practical recommendations about a variety of these developmental conditions, including dyslexia, dyscalculia, ADHD, autism spectrum disorder, problems with motor coordination, and executive dysfunction. Inspired by her efforts to explain these conditions to parents over 45 years of clinical practice, she provides a science-based understanding of the issues in an accessible format. She uses the science of cognitive and behavioral neurology to help readers understand how the interrelationships of brain, environment, and behavior produce these developmental disorders, and to provide a basis for parenting and education programs based upon understanding how variations in brain development should guide plans for what is taught when to whom. Such developmentally appropriate, evidence-based, differentiated instruction within general education can diminish the demand for separate special education, and will thus serve all kinds of brains, whether "typical" or "inconvenient."

A recent study indicates that 20 million people in the United States have significant sensorineural hearing loss. Approximately 95% of those people have partial losses, with varying degrees of residual hearing. These percentages are similar in other developed countries. What changes in the function of the cochlea or inner ear cause such losses? What does the world sound like to the 19 million people with residual hearing? How should we transform sounds to correct for the hearing loss and maximize restoration of normal hearing? Answers to such questions require detailed models of the way that sounds are processed by the nervous system, both for listeners with normal hearing and for those with sensorineural hearing loss. This book contains chapters describing the work of 25 different research groups. A great deal of research in recent years has been aimed at obtaining a better physiological description of the altered processes that cause sensorineural hearing loss and a better understanding of transformations that occur in the perception of those sounds that are sufficiently intense that they can still be heard. Efforts to understand these changes in function have lead to a better understanding of normal function as well. This research has been based on rigorous mathematical models, computer simulations of mechanical and physiological processes, and signal processing simulations of the altered perceptual experience of listeners with sensorineural hearing loss. This book provides examples of all these approaches to modeling sensorineural hearing loss and a summary of the latest research in the field.

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.

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.

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 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.

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.

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.

Coping with Dyslexia, Dysgraphia and ADHD: A Global Perspective uniquely incorporates dyslexia, dysgraphia, and ADHD into one volume, offering practical advice on how to manage each of these disorders. McBride combines a solid research base with interviews with specialists in learning disabilities, as well as parents, teachers, and students with personal knowledge of each difficulty from six continents. The innovative cross-cultural focus of the book is emphasized in the introduction, which is followed by one chapter each on the basics of each of these learning difficulties and another three chapters on their remediation. The book goes on to cover topics such as comorbidities across learning or other difficulties, learning of multiple languages, facilitating self-esteem, and enhancing reading comprehension and writing composition in the face of dyslexia, dysgraphia, and ADHD. Appendices with short, practical tips on learning, multi-media resources, and ways to test and train cognitive-linguistic skills are included as an additional resource. Coping with Dyslexia, Dysgraphia and ADHD: A Global Perspective is intended for practitioners, teachers, parents, and those with any or all of these learning difficulties. University or postgraduate students who wish to understand more about dyslexia, dysgraphia, and/or ADHD will also benefit from the clear analysis. With this book, the reader will not only come to understand the fundamental nature of these learning difficulties, but will also get to know the people whose lives are so deeply affected by them.

Dysphagia is a complex condition that can have significant social, developmental and psychological effects. Alongside the physiology and pathophysiology of the condition, dysphagia can rob patients of the most basic pleasures, such as eating and drinking, causing ongoing difficulties for individuals in social situations throughout the lifespan. As an acknowledged component of evidence-based practice, the humble case report encourages clinical reflection and may be the spark that generates new thinking and motivation for future research. Clinical Cases in Dysphagia provides an opportunity to gain insight into the unique and varied presentation and management of dysphagia across a range of different conditions. With chapters provided by expert clinicians and based on clinical examples 'from the trenches', the reader may gain insights into their own practice patterns, refining their clinical problem solving and valuing the education that is offered to each of us by our patients. With additional online resources to support the case-based approach, the book emphasizes the importance of multidisciplinary care and reflects everyday clinical practice, making it a must-read for clinicians and students.

This collection is a resource book for those working with language disordered clients in a range of languages. It collects together versions of the well-known Language Assessment Remediation Screening Procedure (LARSP) prepared for different languages. Starting with the original version for English, the book then presents versions in more than a dozen other languages. Some of these are likely to be encountered as home languages of clients by speech-language therapists and pathologists working in the UK, Ireland, the US and Australia and New Zealand. Others are included because they are major languages found where speech-language pathology services are provided, but where no grammatical profile already exists.

Multilingual Aspects of Speech Sound Disorders in Children explores both multilingual and multicultural aspects of children with speech sound disorders. The 30 chapters have been written by 44 authors from 16 different countries about 112 languages and dialects. The book is designed to translate research into clinical practice. It is divided into three sections: (1) Foundations, (2) Multilingual speech acquisition, (3) Speech-language pathology practice. An introductory chapter discusses cross-linguistic and multilingual aspects of speech sound disorders in children. Subsequent chapters address speech sound acquisition, how the disorder manifests in different languages, cultural contexts, and speakers, and addresses diagnosis, assessment and intervention. The research chapters synthesize available research across a wide range of languages. A unique feature of this book are the chapters that translate research into clinical practice. These chapters provide real-life vignettes for specific geographical or linguistic contexts.

Effective Augmentative and Alternative Communication Practices provides a user-friendly handbook for any school-based practitioner, whether you are a special education teacher, an augmentative and alternative communication (AAC) consultant, assistive technology consultant, speech language pathologist, or occupational therapist. This highly practical book translates the AAC research into practice and explains the importance of the use of AAC strategies across settings. The handbook also provides school-based practitioners with resources to be used during the assessment, planning, and instructional process.

This book is a key edition to the Working With... series. It contains practical information in an accessible format for speech and language therapists to draw on in this subject area. It draws on evidence based models/approaches well recognised in the field of Speech and Language therapy and specialist teaching, in a comprehensive way.

The authoritative text on augmentative and alternative communication, this classic bestseller is now in its fifth edition-revised and updated for a new generation of SLPs, teachers, occupational therapists, and other professionals in clinical and educational settings. Partnering with a team of distinguished contributors, renowned experts David Beukelman and Janice Light deliver today's most comprehensive, up-to-date introduction to AAC interventions and technologies for children and adults with complex communication needs. Future service providers will get in-depth coverage of essential AAC topics, enhanced by helpful study questions, valuable perspectives from people who use AAC, and case examples that illustrate key principles. Significantly expanded with new chapters on critical topics, more practical information on how AAC systems work, and new online companion materials, this definitive text will expertly prepare readers to support communicative competence-and quality of life-for children and adults with complex communication needs. WHAT'S NEW Professionals will prepare for their work in the field with critical new information on: Collaborating with family members and other communication partners Making the most of mobile technologies and AAC apps Selecting an AAC system and tailoring it to individual needs Working effectively with families from diverse cultural backgrounds Supporting inclusion across the lifespan (including education, employment, and community life) Ensuring efficient patient-provider communication in medical settings Providing communication supports to people with autism spectrum disorder PLUS: Enhance your teaching with a package of online companion materials, including a resource guide to help practitioners and students learn more about AAC; sample responses to chapter study questions; and a sample syllabus.

This book is designed for teachers and speech & language therapists working in the fields of language and literacy, and concerned with developing inferencing skills in their students. The ability to draw inference is a crucial element in the comprehension of written language, and this resource will be a valuable aid in mainstream classes throughout Key Stage 2. It is especially appropriate for work with children with speech, language and communication needs and those on the autistic spectrum, who are likely to have particular difficulty understanding inference. The book contains a collection of 300 texts which are graded and lead the student gradually from simple tasks with picture support and plentiful clues to more challenging scenarios where true inference is required. The texts can be used with whole classes, groups and individual children.

Schizophrenia is one of the most enigmatic mental disorders, and language is one of its most essential and distinctive traits. Language and Schizophrenia provides a complete overview of schizophrenic language, utilising both psychological and philosophical perspectives to explore the unique way language impacts on this mental disorder. Language and Schizophrenia investigates specific features of schizophrenic language using cognitive psychology alongside the opposing field of phenomenological psychiatry, concluding that neither of these approaches fully succeeds in explaining the linguistic features unique to Schizophrenia. Cardella's innovative approach of combining psychological perspectives with philosophy offers a direct alternative to traditional cognitive perspectives, emphasising the fundamental role that language plays in the disorder. This book provides a thorough analysis of the deep link between language and schizophrenia and will be of great value to researchers and postgraduates studying schizophrenia, phenomenology, neuropsychology and philosophy of language.

Schizophrenia is one of the most enigmatic mental disorders, and language is one of its most essential and distinctive traits. Language and Schizophrenia provides a complete overview of schizophrenic language, utilising both psychological and philosophical perspectives to explore the unique way language impacts on this mental disorder. Language and Schizophrenia investigates specific features of schizophrenic language using cognitive psychology alongside the opposing field of phenomenological psychiatry, concluding that neither of these approaches fully succeeds in explaining the linguistic features unique to Schizophrenia. Cardella's innovative approach of combining psychological perspectives with philosophy offers a direct alternative to traditional cognitive perspectives, emphasising the fundamental role that language plays in the disorder. This book provides a thorough analysis of the deep link between language and schizophrenia and will be of great value to researchers and postgraduates studying schizophrenia, phenomenology, neuropsychology and philosophy of language.

Time to Talk provides a powerful and accessible resource for practitioners working to improve children's language and communication skills. Showcasing effective approaches in schools and settings across the country from the early years through primary and secondary education, it summarises research on what helps children and young people develop good communication skills, and highlights the importance of key factors: a place to talk, a reason to talk and support for talk. This timely second edition has been fully updated to reflect Pupil Premium, curriculum, assessment and special needs reforms, and can be used by individual practitioners as well as supporting a whole-school or setting approach to spoken language. It includes: whole-class approaches to developing all children and young people's speaking and listening skills; 'catch-up' strategies for those with limited language; ways of differentiating the curriculum for those with difficulties; ways in which settings and schools can develop an effective partnership with specialists to help children with more severe needs; models schools can use to commission their own speech and language therapy services; examples of good practice in supporting parents/carers to develop their children's language skills; and answers to practitioners' most frequently asked questions about speech and language. Now in full-colour, this practical and engaging book is for all who are concerned about how to help children and young people with limited language and communication skills - school leaders, teachers, early-years practitioners, and the speech and language therapists they work with.

Errrorless learning is one of the most studied principles in neurorehabilitation. This is the first volume to capture all the key elements in the field in one invaluable resource, providing an up-to-date and broad analysis of the use of errorless learning principles in rehabilitation after brain injury. With contributions from key researchers in the field, Errorless Learning in Neuropsychological Rehabilitation covers the historical foundations of errorless learning, current understanding of underlying mechanisms which support learning and its use in memory and language in rehabilitation as applied to particular populations across the age span. This volume also addresses questions of efficacy through analysis of research comparing errorless learning with other established learning methods and principles. Errorless Learning in Neuropsychological Rehabilitation is an essential resource for practitioners, researchers and students of psychology, neuropsychology and rehabilitation.

Errrorless learning is one of the most studied principles in neurorehabilitation. This is the first volume to capture all the key elements in the field in one invaluable resource, providing an up-to-date and broad analysis of the use of errorless learning principles in rehabilitation after brain injury. With contributions from key researchers in the field, Errorless Learning in Neuropsychological Rehabilitation covers the historical foundations of errorless learning, current understanding of underlying mechanisms which support learning and its use in memory and language in rehabilitation as applied to particular populations across the age span. This volume also addresses questions of efficacy through analysis of research comparing errorless learning with other established learning methods and principles. Errorless Learning in Neuropsychological Rehabilitation is an essential resource for practitioners, researchers and students of psychology, neuropsychology and rehabilitation.

This book is a key edition to the Working With... series. It contains practical information in an accessible format for speech and language therapists to draw on in this subject area. It draws on evidence based models/approaches well recognised in the field of Speech and Language therapy and specialist teaching, in a comprehensive way.

Many national professional organizations of speech-language pathologists have adopted evidence-based practice (EBP) as the preferred approach to clinical practice. This mandate brings with it an added responsibility for university programs because they need to prepare future generations of speech-language pathologists for these new demands. This special issue is the first in a peer-reviewed journal in the field that focuses on the teaching of EBP at the pre-professional level! That is, four university programs from three continents (Australia, Europe, and North America) showcase how they conceptualized and implemented their innovative approach to teaching EBP. Because many programs are in the midst of moving toward EBP, this is a must read for anyone who is teaching or learning in a university-based program in speech-language pathology. We believe that this issue will serve as a catalyst for increased scholarly discourse on this critical need.