This issue of Otolaryngologic Clinics, guest edited by Dr. Maie St. John, is devoted to Multidisciplinary Approach to Head and Neck Cancer. Articles in this issue include: It Takes a Village - The Import of Multidisciplinary Care; The Role of the Patient: Shared Decision Making; A Story in Black and White: Radiologic Evaluation in the Multi-Disciplinary Setting; Beyond the Glass Slide: Pathology Review in the Multi-Disciplinary Setting; Surgical Innovations; It Takes Two - One Resects, One Reconstructs; Advances in Radiation Oncology: What to Consider; Precision Medicine: Genomic Profiles to Individualize Therapy; The Role of Systemic Treatment Before, During, and After Definitive Treatment; Decision Making for Diagnosis and Management: A Consensus Comes to Life; On Pain; Psychosocial Distress and Screening; First We Eat, Then We Do Everything Else: Nutrition; Functional Assessment and Rehabilitation: How to Maximize Outcomes; Survivorship - Morbidity, Mortality, Malignancy; and Immunotherapy: Who is Eligible?

Prosodic Features and Prosodic Structure presents an overall view of the nature of prosodic features of language - accent, stress, rhythm, tone, pitch, and intonation - and shows how these connect to sound systems and meaning. This invaluable survey will appeal to linguists at all levels, in particular to phonologists, phoneticians, and researchers in related applied fields such as speech pathology and speech synthesis.

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

Research in Communication Sciences and Disorders: Methods for Systematic Inquiry, Fourth Edition is a comprehensive yet comprehendible text meant for instructors and students of research methods in the field of communication sciences and disorders. This forward-thinking book reflects the movement toward evidence-based practice in speech-language pathology and audiology. The authors ensure that the concepts associated with evidence-based practice are integrated throughout the chapters. Rather than treating empirical research and searching for clinical evidence as separate topics, this text presents both as different applications of a process of scientific inquiry. The order of the chapters reflects the steps a researcher or clinician might complete when conducting an investigation. Also included are features that help students be more active in learning the material. Each chapter has a set of review questions or case scenarios that can be used as homework, as probe questions in class, or as a basis for group activities. In addition, the authors provide lists of supplemental readings from the research literature in the field. As with the previous edition, the fourth edition benefits instructors and students alike with access to a PluralPlus companion website. The website provides convenient lecture slides for each chapter and answers to review questions for instructors. For students, the website lists the key words for each chapter, provides links to supplemental websites and documents, and displays interactive versions of many of the figures within the text. New to the Fourth Edition New author: Jaimie L. Gilbert, PhD for an enhanced audiology perspective New chapter: Writing a Literature Review Reorganized for better flow of information. Various new and updated references to reflect the current state of research Additional illustrations and tables Expanded material on critical appraisal

Cancers of the larynx, while survival outcomes increase, result in massive treatment damage from radiation and surgery. Patients often lose ability to speak and to eat. Preserving the larynx is a fine balance of cancer eradication, life extension, and quality of life. This issueof Otolaryngologic Clinics led by Dr Babak Sadoughi should be of interest to Otolaryngologists, Oncologists, Radiologists, and Speech Therapists. The issue approach reaches all the most important aspects of diagnosing and treating the patient with laryngeal cancer with a focus on preserving the voice in early laryngeal cancer and preserving and restoring function in advanced laryngeal cancer. Topics include: Functional Anatomy and Oncological Barriers of the Larynx; Evaluation of the Dysphonic Patient; Role of Advanced Laryngeal Imaging in Glottic Cancer; Laryngeal Function after Radiation Therapy; Management of Dysphonia after Radiation Therapy; Contemporary Surgical Management of Early Glottic Cancer; Voice Prognosis after Transoral Laser Microsurgery of the Larynx; Voice Rehabilitation after Transoral Laser Microsurgery of the Larynx; Quality of Life after Conservation Surgery for Laryngeal Cancer; Salvage Conservation Surgery of the Larynx; Airway Preservation in Ablative Laryngeal Surgery; Voice Restoration after Total Laryngectomy. A special article for Residents, written by a Resident, emphasizes essential "take home messages" for laryngeal function preservation diagnosis and treatment.

The new demands of this "computer and technology age" have focused international attention on literacy levels, on literacy development and literacy disorders. Governments have launched programs to reduce literacy difficulties and support functional literacy for all. In this context, the needs of individuals with severe speech and physical impairments may seem relatively small, and even unimportant. However, for this group of individuals in particular unlocking the literacy code opens up tremendous opportunities, minimizing the disabling effects of their underlying speech and motor impairments, and supporting participation in society. Ironically however, for a group for whom literacy is such an important achievement, current studies suggest that achieving functional literacy skills is particularly challenging.
In order to read, individuals with severe speech impairments must access a set of written symbols and decode them to abstract meaning just as anyone else must do. They must convert underlying messages into an alternative external symbol format in order to write. In order to become expert in both of these activities, they must learn at least a certain core of knowledge about how the symbols and messages relate to each other. Just as there are many ways to skin a chicken, there are many possible ways to achieve mastery of reading and writing. Although the essence of the task may remain the same for individuals with congenital speech impairments, they may process the task, or develop task mastery in ways that are quite different from speaking children who have no additional physical impairments.
Literacy and Augmentative and Alternative Communication focuses on individuals withcombined physical and communication impairments, who rely at least some of the time on aided communication. It investigates the range of research and application issues relating to AAC and literacy (primarily reading and writing skills), from the emergent literacy stage up through adulthood use of reading for various vocational and leisure purposes. It provides a balanced view of both the whole language as well as the more analytic approaches to reading instruction necessary for the development of reading skills.

Two viewpoints on pragmatics are of interest to the clinician and researcher: The various types of deficits of pragmatic competence in different neurogenic communication disorders on the one hand, and the use of pragmatic features as a compensatory strategy to supplement impaired linguistic competence on the other. Both are investigated in this volume.
For the purpose of the book, "pragmatics" is understood to include not only discourse organization but also any inference from discourse, situational context, general knowledge, affective prosody and any paralinguistic phenomena used to derive an interpretation for any utterance. It therefore includes the use of metaphors, indirect speech acts, jokes, sarcasm, and any nonliteral interpretation.
The reader will thus find information on pragmatic deficits subsequent to right hemisphere damage, pragmatic disorders in dementias, deficits in discourse organization in right and left hemisphere damaged patients, as well as on the use of pragmatic features by fluent and nonfluent aphasic patients. These studies represent original research by members of the IALP Aphasia Committee and their colleagues carried out over the past two years specifically for this publication.
This is the third in a series of books commissioned by the International Association for Logopedics and Phoniatrics and published by Pergamon. It carries over twenty commissioned chapters on original work by leading researchers and investigates both how communication disorders affect pragmatic competence, and how pragmatic features can be used to compensate for impaired linguistic competence.

How do people with brain damage communicate? How does the partial or total loss of the ability to speak and use language fluently manifest itself in actual conversation? How are people with brain damage able to expand their cognitive ability through interaction with others - and how do these discursive activities in turn influence cognition?

This groundbreaking collection of new articles by a wide range of international scholars examines how aphasia and other neurological deficits lead to language impairments that shape the production, reception and processing of language.

Research interest in Chinese language impairments can be traced back to the 1930s. Despite the significant advances made in this research field over the past two decades, this body of work has not received the attention it deserves. This book fills a gap in the field and represents the latest research in Chinese language disorders in children and adults. The work presented in this volume addresses theoretical and clinical issues relevant to specific language impairment in children, developmental dyslexia, phonological impairment in children and adults, and acquired dyslexia and dysgraphia. The book will appeal to interdisciplinary researchers from cognitive psychology, linguistics, and neurology with interests in the Chinese language, speech-language therapists working with Chinese-speaking clients, educationists, in particular language teachers of children learning to read and write Chinese, as well as neuroscientists. It will serve as a good reference book for advanced level undergraduate courses or graduate courses in speech/language pathologies and psycholinguistics.

In this volume, the communicative and neuropsychological correlates of daily interactions are discussed. The predominant account on explaining the construction of meaning by humans is the inter-relational perspective, that postulates an intentional convergence of meaning arising as a consequence of the active exchanges between people. The neural correlates of communication were illustrated in the light of new empirical results, considering the main topics of: a) language and language development; b) pragmatics and neuropragmatics of communication; c) neurocognition and the cognitive bases of intentions; d) nonverbal communication and emotion contribution to the communicative systems.

New methodological approaches are considered, with particular attention to neuroimaging (such as PET and fMRI) and brain stimulation techniques (as MEG and TMS), as well as their application to the clinical field.

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

This book links theoretical approaches of logopedics to clinical practices of speech and language therapy in Finland and in the Finnish language. It provides readers with interesting examples of and insights into the communication challenges in a language that differ substantially from those used in the majority of published reports in the field of language and communication disorders. With a short introduction to the Finnish language, and to the assessments methods used by Finnish speech and language therapists, the topics of the book cover themes such as speech and language development and its disorders, augmentative and alternative communication, acquired neurological communication disorders, hearing disorders and voice screening. Most of the authors of the 13 chapters are speech and language therapists by their basic education, and currently doing research in the field of logopedics in Finland.

In the last ten years the neuroscience of language has matured as a field. Ten years ago, neuroimaging was just being explored for neurolinguistic questions, whereas today it constitutes a routine component. At the same time there have been significant developments in linguistic and psychological theory that speak to the neuroscience of language. This book consolidates those advances into a single reference.
The "Handbook of the Neuroscience of Language" provides a comprehensive overview of this field. Divided into five sections, section one discusses methods and techniques including clinical assessment approaches, methods of mapping the human brain, and a theoretical framework for interpreting the multiple levels of neural organization that contribute to language comprehension. Section two discusses the impact imaging techniques (PET, fMRI, ERPs, electrical stimulation of language cortex, TMS) have made to language research. Section three discusses experimental approaches to the field, including disorders at different language levels in reading as well as writing and number processing. Additionally, chapters here present computational models, discuss the role of mirror systems for language, and cover brain lateralization with respect to language. Part four focuses on language in special populations, in various disease processes, and in developmental disorders. The book ends with a listing of resources in the neuroscience of language and a glossary of items and concepts to help the novice become acquainted with the field.
Editors Stemmer & Whitaker prepared this book to reflect recent developments in neurolinguistics, moving the book squarely into the cognitive neuroscience of language and capturing the developments in the field over the past 7 years.
* History section focuses on topics that play a current role in neurolinguistics research, aphasia syndromes, and lesion analysis
* Includes section on neuroimaging to reflect the dramatic changes in methodology over the past decade
* Experimental and clinical section reflects recent developments in the field

Humans' development of literacy has been a recent focus of intense research from the reading, cognitive, and neuroscience fields. But for individuals who are deaf-who rely greatly on their visual skills for language and learning-the findings don't necessarily apply, leaving theoretical and practical gaps in approaches to their education. Assessing Literacy in Deaf Individuals: Neurocognitive Measurement and Predictors narrows these gaps by introducing the VL2 Toolkit, a comprehensive test battery for assessing the academic skills and cognitive functioning of deaf persons who use sign language. Skills measured include executive functioning, memory, reading, visuospatial ability, writing fluency, math, and expressive and receptive language. Comprehensive data are provided for each, with discussion of validity and reliability issues as well as ethical and legal questions involved in the study. And background chapters explain how the Toolkit was compiled, describing the procedures of the study, its rationale, and salient characteristics of its participants. This notable book: Describes each Toolkit instrument and the psychometric properties it measures. Presents detailed findings on test measures and relationships between skills. Discusses issues and challenges relating to visual representations of English, including fingerspelling and lipreading. Features a factor analysis of the Toolkit measures to identify underlying cognitive structures in deaf learners. Reviews trends in American Sign Language assessment. Assessing Literacy in Deaf Individuals is an essential reference for researchers, graduate students, clinicians, and other professionals working in the field of deafness and deaf education across in such areas as clinical child and school psychology, audiology, and linguistics.

Spanish speakers, whether in monolingual or bilingual situations, or in majority or minority contexts, represent a considerable population worldwide. Spanish speakers in the U.S. constitute an illustrative context of the challenges faced by speech-language practitioners to provide realistic services to an increasing and diverse Spanish-speaking caseload. There is still considerable paucity in the amount of literature on Hispanic individuals with clinical relevance in speech-language pathology. Particularly lacking are works that link both empirical and theoretical bases to evidence-based procedures for child and adult Spanish users with communication disorders. Further, because communication skills depend on multiple phenomena beyond strictly linguistic factors, speech-language students and practitioners require multidisciplinary bases to realistically understand Spanish clients' communication performance. This volume attempts to address those gaps. This publication takes a multidisciplinary approach that integrates both theoretical and empirical grounds from Speech-Language Pathology, Neurolinguistics, Neuropsychology, Education, and Clinical Psychology to develop evidence-based clinical procedures for monolingual Spanish and bilingual Spanish-English children and adults with communication disorders.

This work will provide readers with uniquely systematic coverage of the field of speech and language pathology. Taking as its starting point the highly successful "Encyclopedia of Language and Linguistics," the book comprises selected updates from the original work combined with a high proportion of newly commissioned material which together give a comprehensive overview of the state of the art in speech and language pathology. The work is the most up-to-date and detailed reference available in this field.
The book addresses all main aspects related to speech and language comprehension and production, both in children and in normal adults. It also presents in a systematic way disorders of speech and language due to developmental and acquired causes, the most common forms of treatment and their degree of efficacy.

This wide-ranging survey of the state of the art in clinical pragmatics includes an examination of pragmatic disorders in previously neglected populations such as juvenile offenders, children and adults with emotional and behavioural disorders, and adults with non-Alzheimer dementias. This book makes a significant contribution to the discussion of pragmatic disorders by exploring topics which have a fast-rising profile in the field. These topics include disorders in which there are both pragmatic and cognitive components, and studies of the complex impacts of pragmatic disorders such as mental health problems, educational disadvantage and social exclusion. This book also presents a critical evaluation of our current state of knowledge of pragmatic disorders. The author focuses on the lack of integration between theoretical and clinical branches of pragmatics and argues that the work of clinicians is all too often inadequately informed by theoretical frameworks. She attempts to bridge these gaps by pursuing a closer alliance of clinical and theoretical branches of pragmatics. It is claimed that this alliance represents the most promising route for the future development of the field. At once a yardstick measuring progress thus far in clinical pragmatics, and also a roadmap for future research development, this single-author volume defines where we have reached in the field, as well as where we have to go next.

Different from a textbook or academic journal, the File represents a collection of explicit descriptions about therapy interventions written by practitioners themselves. The description of the rationale for the therapy, the intervention itself and evaluation of outcomes are of paramount importance. Each contributor guides the reader through the thinking that they engaged in as they decided what to do, often with considerable frankness about the difficulties involved.
The File will be of equal value to experienced practitioners and students alike.

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This is a handbook for readers who wish to learn more about providing services to individuals who are deaf or hard of hearing. It provides basic knowledge of Deaf Culture and the hard of hearing population, the aesthetics of American Sign Language, and an awareness of hearing loss and its influence on family and community life. This is a unique book in that it draws from the experiences of a Deaf (Rohring) and a hearing (Adams) author, providing a comprehensive perspective. It draws upon research and literature, from professional practice, and from anecdotal accounts. Handbook to Service the Deaf and Hard of Hearing is an essential resource for college training programs, hospitals, health care agencies, hearing and speech centers, school districts, educational agencies, and any one working with or employing deaf or hard of hearing persons.
?? Chapters containing research and practical information on understanding the primary issues affecting the lives of deaf and hard of hearing people
?? Unique perspectives from Deaf, hard of hearing and hearing professionals relative to such topics as language development, Deaf Culture, medical advances in technology, literature, art and drama in the Deaf Community and growing up with a hearing loss
?? Illustrations and artwork presented throughout the book were created by renown deaf artists
?? Recommended best practices are offered on how to provide community accessibility to deaf and hard of hearing individuals
?? Resource section provides exhaustive list of books, articles, organizations, and Web sites in the areas of communication, Deaf Culture, legal rights, Deaf studies and research, educational issues, language, mental health, technology, and more
About the Authors:
John W. Adams, Ph.D., is a graduate of Pennsylvania State University and he obtained his masters and doctoral degrees from the University of California, Los Angeles (UCLA). He is a licensed psychologist and co-founder and director of The Family Center of Western New York, a mental health clinic for Deaf, hard of hearing, and hearing individuals. He has worked with the Deaf and Hard of Hearing communities through research and practice for over 21 years. He is the author of You and Your Hearing Impaired Child and You and Your Deaf Child (Gallaudet University Press).
Pamela Rohring is a graduate of Gallaudet University and she obtained her masters degree from Canisius College in Deaf Education. She is the ASL and Deaf Studies specialist at the St. Mary??'s School for the Deaf in Buffalo, New York. Her main areas of professional interest include Deaf Culture, teaching and the study of ASL, and child development.
* Resource section provides exhaustive list of books, articles, organizations, and Web sites in the areas of communication, deaf culture, deaf rights, deaf studies and research, educational issues, language issues, mental health, technology, and more

There are very few books available which are concerned with the unique communication problems that can come with traumatic brain injury (TBI). In recent years there has emerged a realisation that these difficulties in communication are closely tied to the cognitive, behavioural and social problems observed following traumatic brain injury. This is changing the way people with TBI are assessed and is generating new approaches to rehabilitation.
This volume will be of interest to psychologists, speech pathologists and therapists and linguists. Clinicians and researchers working with people with traumatic brain injury, and their students, will find it a comprehensive source of contemporary approaches to characterising the communication problems of people with TBI and for planning rehabilitation.

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