Improving Concentration has been designed to help individuals improve their concentration skills. It is aimed primarily at those taking on a training role in relation to the individual concerned. However, it can also be used by the individuals themselves as a self-help resource. This resource will help trainers to convey to their students: an understanding of concentration how concentration works for them how to improve their concentration skills how to manage concentration in relation to their performance. This Psychological skills training resource is arranged in a format that is both easy to use and clear to follow. The activities can be used with both individual students and groups Part 1 'The knowledge base' outlines theoretical perspectives on concentration and describes the Bailey / Brown model of concentration. Part 2 'Pathways to improving concentration' explains and describes how the Bailey / Brown model of concentration can be used as a guide to raising awareness, understanding, monitoring and evaluating interventions aimed at improving concentration in people. Part 3 'The activities' in this resource can be used singly or combined as part of a structured intervention to improve an individual's concentration skills.

As the first title in the new series, New Directions in Communication Disorders Research: Integrative Approaches, this volume discusses a unique phenomenon in cognitive science, single-word reading, which is an essential element in successful reading competence. Single-word reading is an interdisciplinary area of research that incorporates phonological, orthographic, graphemic, and semantic information in the representations suitable for the task demands of reading. Editors Elena L. Grigorenko and Adam J. Naples have organized a collection of essays written by an outstanding group of scholars in order to systematically sample research on this important topic, as well as to describe the research within different experimental paradigms. Single-Word Reading provides an introduction to unfamiliar areas of research, and is an inspiration for future study. The introductory chapter sets up a contextual stage for connections between spoken and written word processing, the stage-based nature of their development, and the role of education. Succeeding chapters address visual word processing; the role of morphology in word recognition; the role of lexical representation; the biological bases of single-word reading and related processes; and more. Reading researchers will take interest in this substantial book, as will professionals and practitioners linked to the teaching of reading in the departments of school psychology, special education, communication disorders, neuroscience, cognitive science, linguistics, and reading.

This thoroughly updated sixth edition of the best-selling text Assessment in Speech-Language Pathology remains an invaluable resource for instructors, students, and clinicians. The book covers the diagnosis, evaluation, and treatment of a wide range of communication disorders in adults and children. This one-of-a-kind manual provides a comprehensive package of reference materials, explanations of assessment procedures, practical stimulus suggestions, and hands-on worksheets and screening forms. The highly practical resource is separated into four easy-to-navigate sections: Part I highlights preparatory considerations; Part II includes procedures and materials for obtaining, interpreting, and reporting assessment information; Part III provides materials and suggestions for assessing communicative disorders. Part IV presents a quick-reference section, providing information on hearing considerations, medical diagnoses, and caregiver handouts. This must-have sixth edition reflects the latest research, best practices, and important trends and developments for assessment in speech-language pathology. New to the Sixth Edition Updated content throughout to reflect current research and practice New chapter on Selective Mutism New section covering the assessment of transgender voice Updated Sources of Additional Information in every chapter, with addition of recommended mobile applications for speech-language assessment Key Features Full-color design with images, charts, and illustrations to engage readers and display key concepts Each chapter concludes with practical forms, including worksheets, checklists, and additional sources of information Glossary of key terms Chapter tabs with separate colors for quick and easy access Access to a PluralPlus companion website with PowerPoint lecture slides and printable forms and worksheets

The present book arose from a conference on Speech Motor Dynamics in Stuttering held at the University of Nijmegen in Nijmegen, the Netherlands from June 13-15, 1985. The conference was organized on the occasion of the 25th anniversary of the Department of Speech Pathology of the University Hospital. The topic selected for the conference and now developed within this book, Speech Motor Dynamics in Stuttering, was judged to be particularly timely and especially relevant to an emerging body of work on stuttering. For over ten years there had been no confer ences that brought together researchers who have worked on stuttering from perspectives stressing the dynamics of motor processes. Yet during that time major changes have occurred in research on stuttering which signify a growing level of scientific maturity within the problem area. This book attempts to character ize a number of major trends in research on speech motor processes in stuttering. There has been a lessening in the postulation of causes of stuttering in the form of global hypothesis which have tenuous ties to empi rical data. New ideas about speech motor processes in stuttering have been stimulated by researchers who have done productive work on more general issues of motor control. This book therefore directs our attention to a number of models of speech production which are relevant to stuttering."

This book bridges an existing gap since there is currently no book providing case studies told by neuropsychologists/psychologists with a focus on diverse communities. It will serve as a foundational training tool for current and future clinical neuropsychologists/psychologists to develop cultural knowledge, awareness and skills. It has international appeal. It spotlights 32 ethnically diverse communities across the world. Authors include eminent international neuropsychologists/psychologists who have spent their careers doing cross-cultural work, as well as new ethnically diverse authors who have rich clinical experiences and cultural expertise working within their communities. There is no other resource that uniquely displays so many diverse cultures of neuropsychology throughout the world while also teaching about cross-cultural neuropsychology.

A balanced, current, and comprehensive presentation of the science of stuttering. The 1st Edition of Stuttering: Foundations and Clinical Applications presented the most comprehensive, complete presentation of the science and treatment of stuttering available in a single text-how stuttering is explained, and how stuttering is treated. The text is unique in its coverage of the stuttering population, its in-depth look at stuttering therapy at various ages, and its original approach that invites students to offer critical appraisals of differing theoretical viewpoints. The 2nd Edition has been revamped editorially to ensure ease of readability. It highlights sections with the latest scientific knowledge of stuttering regarding incidence and prevalence, onset natural recovery, and genetics; includes completely revised sections on brain anatomy and physiology, motor aspects, and cluttering; and updates the material with new case studies, tables and figures, and a new outline format for treatment procedures.

What does it feel like to wake up one day speaking with a foreign accent from a country one has never visited? Why does someone wake up doing this? This book seeks to portray the broad and diverse experiences of individuals with a rare neurological speech disorder called Foreign Accent Syndrome (FAS). Through a combination of personal testimony and scientific commentary, the book aims to shed unprecedented light on the understanding of FAS by elucidating the complex links between how the brain produces speech, how listeners perceive speech and the role that accent plays in our perception of self and others. The first part of the book provides a comprehensive introduction to FAS and covers a number of key subject areas, including: * The definition and phenomenology of FAS * A history of research on FAS * The causes and psychosocial consequences of FAS * A guide to further reading and a glossary of specialized terms. The chapters in part two provide a unique insight into the condition through personal testimony and accounts from family members. This collection of 28 testimonies from across the world underlines the importance of listening carefully to patients explain their cases, and in their own words. The final section contains a questionnaire for use by clinicians to support case history taking. The authors are two leading global experts on FAS, and this is the first volume of its kind to provide such a broad and comprehensive examination of this rare and poorly understood condition. It will be of great interest to practising clinicians in neurology, psychiatry, psychology and speech and language therapy/pathology, as well as students in health disciplines relevant to neurorehabilitation, linguists and also to families and caregivers.

Developmental Language Disorders: From Phenotypes to Etiologies is based on the recent conference of the same name sponsored by the Merrill Advanced Studies Center of the University of Kansas. In the past 10 years, considerable advances have taken place in our understanding of genetic and environmental influences on language disorders in children. Significant research in behavioral phenotypes, associated neurocortical processes, and the genetics of language disorders has laid the foundation for further breakthroughs in understanding the reasons for overlapping etiologies, as well as the unique aspects of some phenotypes. Too often the findings are disseminated in a fragmented way because of the discrete diagnostic categories of affectedness. This volume attempts to assimilate and integrate the findings of the transdisciplinary research toward a more coherent picture of behavioral descriptions, brain imaging studies, genetics, and intervention technologies in language impairment. The contributing authors are all scholars with active programs of research funded by the National Institutes of Health involving diverse clinical groups of children with language impairments.

The Speech and Language Activity Resource Book offers a flexible and readily available set of activities and worksheets designed to support speech and language therapists as they deliver personalised and engaging therapy sessions. With topics based on seasons, hobbies, sports and celebrations, etc, the worksheets can be selected to suit a client's interests as well as targeting specific skills and needs. The engaging activities encourage conversation and participation, promoting skill development in a way that is easily translated into everyday communication. Key features of this book include: A range of activities, arranged by level of difficulty, that can be selected based on the client's individual need A person-centred approach to therapy, enabling the time-poor practitioner the opportunity to personalise their care with ease Photocopiable and downloadable sheets that can be completed during therapy sessions or sent out to the client for home practice, as well as blank worksheets that can be used to create new, appropriate activities Easily adaptable for group sessions, one-on-one therapy sessions and home activities, this is an essential tool for speech and language therapists and occupational therapists, as well as families and other practitioners supporting adults with a range of acquired communication difficulties.

This fully updated new edition of From Birth to Five Years: Practical Developmental Examination is a step-by-step 'how to' guide to the developmental examination of pre-school children. Based on up-to-date research into current child development philosophies and practices, this text supports the wider group of professionals who are required to assess children's developmental progress as part of their day-to-day working practices. It begins with a practical framework for developmental examination, then progresses through each of the key developmental domains, offering guidance on enquiry and observation, and on how to chart typical and atypical patterns, with red flags for recognising significant delay or disordered development. Advice is also given on how to make sense of the findings and how best to communicate this information to parents. To consolidate and expand on the practical and theoretical information across this book and its companion, Mary Sheridan's From Birth to Five Years, an updated companion website is available at www.routledge.com/cw/sharma, which includes the following additional learning material: An interactive timeline of the key developmental domains; Introductions to theory with links to further reading; Research summaries; Video clips demonstrating practical assessment skills; Downloadable resources including pictures to support examination of verbal and non-verbal development, and tips to facilitate and promote development. Developed alongside the original Mary Sheridan's From Birth to Five Years: Children's Developmental Progress, this unique guide expands on its normative developmental stages by offering practical guidance for health, education and social care professionals, or anyone concerned with monitoring children's developmental progress.

This volume provides a comprehensive and in-depth handbook of qualitative research in the field of communication disorders. It introduces and illustrates the wide range of qualitative paradigms that have been used in recent years to investigate various aspects of communication disorders. The first part of the Handbook introduces in some detail the concept of qualitative research and its application to communication disorders, and describes the main qualitative research approaches. The contributions are forward-looking rather than merely giving an overview of their topic. The second part illustrates these approaches through a series of case studies of different communication disorders using qualitative methods of research. This Handbook is an essential resource for senior undergraduate and graduate students, researchers and practitioners, in communication disorders and related fields.

The rapid increase of interest in disordered speech and language among linguists over the past decade or so has resulted in many books of practical help to speech pathologists in terms of assessment and remediation. Little, however, has appeared to examine the theoretical implications of the interaction between these two fields. This book aims to fill this gap, by showing how speech pathology can inform linguistic theory and vice versa.

This volume takes the positive view that conversation between persons with dementia and their interlocutors is a privileged site for ongoing cognitive engagement. The book aims to identify and describe specific linguistic devices or strategies at the level of turn-by-turn talk that promote and extend conversation, and to explore real-world engagements that reflect these strategies. Final reflections tie these linguistic strategies and practices to wider issues of the "self" and "agency" in persons with dementia. Thematically, the volume fosters an integrated perspective on communication and cognition in terms of which communicative resources are recognized as cognitive resources, and communicative interaction is treated as reflecting cognitive engagement. This reflects perspectives in cognitive anthropology and cognitive science that regard human cognitive activity as distributed and culturally rooted. This volume is intended for academic researchers and advanced students in applied linguistics, linguistic and medical anthropology, nursing, and social gerontology; and practice professionals in speech-language pathology and geropsychology.

Traumatic brain injury (TBI) can seriously disrupt the social and communication skills that are basic requirements for everyday life. It is the loss of these interpersonal skills that can be the most devastating for people with TBI and their families. Although there are many books that focus upon TBI, none focus on communication and communication skills specifically. This book fills this important gap in the literature and provides information ranging from a broad overview of the nature of pathology following TBI and its effects on cognition and behaviour, through to the latest evidence about ways to assess and treat social and communication disorders. Much has changed in the field of communication disorders and TBI since the first edition of this book was published in 1999. There have been advances in neuroimaging, providing more accurate understanding of how the brain is damaged in TBI and also insights into its repair. There has been a burgeoning interest in social cognition, and advances in how communication is conceptualized, with a particular focus on the role of how context facilitates or impedes communicative ability. Most importantly, much has changed in the arena of rehabilitation. There is now a growing evidence base of treatments aimed at improving communication problems following TBI, new resources for accessing this information and renewed interest in different kinds of methods for demonstrating treatment effects. Bringing together a range of expert international researchers interested in understanding the nature and treatment of TBI this book covers topics from understanding how the brain damage occurs, how it affects social and communication skills and how these problems might be treated. As such it will be of great interest to clinicians, postgraduate and undergraduate students and researchers in neuropsychology, speech and language pathology.

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.

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.

Classifier constructions are universal to sign languages and exhibit unique properties that arise from the nature of the visual-gestural modality. The major goals are to bring to light critical issues related to the study of classifier constructions and to present state-of-the-art linguistic and psycholinguistic analyses of these constructions. It is hoped that by doing so, more researchers will be inspired to investigate the nature of classifier constructions across signed languages and further explore the unique aspects of these forms. The papers in this volume discuss the following issues: *how sign language classifiers differ from spoken languages; *cross-linguistic variation in sign language classifier systems; *the role of gesture; *the nature of morpho-syntactic and phonological constraints on classifier constructions; *the grammaticization process for these forms; and *the acquisition of classifier forms. Divided into four parts, groups of papers focus on a particular set of issues, and commentary papers end each section.

Grounded in scientific research on thinking styles and learning, the guidance and advice throughout has been developed to help individuals put theory into practice Provides a unique hands-on approach to managing dyslexia/SpLD Presented in a dyslexic-friendly style, including visual learning aids such as mind-maps, boxed features and colour throughout Written by individuals with dyslexia, who fully understand the complexities of managing the condition

Even though second-language learners may master the grammar and vocabulary of the new languages, they almost never achieve a native phonology (accent). Scholars and professionals dealing with second-language learners would agree that this is one of the most persistent challenges they face. Now, for the first time, Roy Major's Foreign Accent covers the exploding scholarship in this area and lays out the issues specifically for audiences in the second language acquisition and applied linguistics community.

This is a Classic Edition of Dorothy Bishop's award-winning textbook on the development of language comprehension, which has been in print since 1997, and now includes a new introduction from the author. The book won the British Psychological Society book award in 1999, and is now widely seen as a classic in the field of developmental language disorders. Uncommon Understanding provides a comprehensive account of the process of comprehension, from the reception of an acoustic signal, to the interpretation of communicative intentions, and integrates a vast field of research on language acquisition, psycholinguistics and neuropsychology. In the new introduction Dorothy Bishop reflects on the organization of the book, and developments in the field since the book was first published. A major theme in the book is that comprehension should not be viewed as a unitary skill - to understand spoken language one needs the ability to classify incoming speech sounds, to relate them to a "mental lexicon," to interpret the propositions encoded by word order and grammatical inflections, and to use information from the environmental and social context to grasp an intended meaning. Another important theme is that although neuropsychological and experimental research on adult comprehension provides useful concepts and methods for assessing comprehension, it should be applied with caution, because a sequential, bottom-up information processing model of comprehension is ill-suited to the developmental context. Although the main focus of the book is on research and theory, rather than practical matters of assessment and intervention, the theoretical framework presented in the book will continue to help clinicians develop a clearer understanding of what comprehension involves, and how different types of difficulty may be pin-pointed.

This is a Classic Edition of Dorothy Bishop's award-winning textbook on the development of language comprehension, which has been in print since 1997, and now includes a new introduction from the author. The book won the British Psychological Society book award in 1999, and is now widely seen as a classic in the field of developmental language disorders. Uncommon Understanding provides a comprehensive account of the process of comprehension, from the reception of an acoustic signal, to the interpretation of communicative intentions, and integrates a vast field of research on language acquisition, psycholinguistics and neuropsychology. In the new introduction Dorothy Bishop reflects on the organization of the book, and developments in the field since the book was first published. A major theme in the book is that comprehension should not be viewed as a unitary skill - to understand spoken language one needs the ability to classify incoming speech sounds, to relate them to a "mental lexicon," to interpret the propositions encoded by word order and grammatical inflections, and to use information from the environmental and social context to grasp an intended meaning. Another important theme is that although neuropsychological and experimental research on adult comprehension provides useful concepts and methods for assessing comprehension, it should be applied with caution, because a sequential, bottom-up information processing model of comprehension is ill-suited to the developmental context. Although the main focus of the book is on research and theory, rather than practical matters of assessment and intervention, the theoretical framework presented in the book will continue to help clinicians develop a clearer understanding of what comprehension involves, and how different types of difficulty may be pin-pointed.

This is the first book to examine in-depth the crucial role of the speed of information processing in the brain in determining reading fluency in both normal and dyslexic readers. Part I explains fluency in reading from both traditional and modern perspectives. Fluency has historically been viewed as the outcome of other reading-related factors and has often been seen as a convenient measure of reading skills. This book, however, argues that fluency has a strong impact on other aspects of reading and plays a central role in the entire reading process. Part II deals with the determinants of reading fluency. Chief among these is the speed of information processing in the brain. Using both behavioral and electrophysiological evidence, the book systematically examines the features of processing speed in the various brain systems involved in reading: visual-orthographic, auditory-phonological, and semantic and shows how speed of processing affects fluency in reading. Part III deals with the complex issues of cross-modal integration and specifically with the need for effective synchronization of the brain processes involved in reading. It puts forward the Synchronization Hypothesis and discusses the role of the Asynchrony Phenomenon as a major factor in dyslexia. Finally, it summarizes research on manipulating reading rate by means of the Acceleration method, providing evidence for a possible intervention aimed at reducing Asynchrony. Key features of this outstanding new book include: *Expanded View of Fluency. Reading fluency is seen as both a dependent and an independent Variable. Currently available books focus on reading rate solely as the outcome of other factors whereas this volume stresses that it is both an outcome and a cause. *Information Processing Focus. Fluency itself is determined to a large extent by a more general factor, namely, speed of processing in the brain. The book presents wide-ranging evidence for individual differences in speed of processing across many subpopulations. *Brain Synchronization Focus. The book posits a new theory arguing that effective reading requires synchronization of the different brain systems: visual orthographic, auditory-phonological, and semantic. *Research-Based Interventions. Interventions to enhance fluency and, thereby, reading skills in general are presented in detail. *Author Expertise. Zvia Breznitz is Head of the Department of Learning Disabilities and Director of the Laboratory for Neurocognitive Research at Haifa University in Israel, where she has been researching this topic for over a decade. This book is appropriate for researchers and advanced students in reading, dyslexia, learning disabilities, cognitive psychology, and neuropsychology.

The central assertion in this volume is that the young child uses general skills, scaffolded by adults, to acquire the complex knowledge of sound patterns and the goal-directed behaviors for communicating ideas through language and producing speech. A child's acquisition of phonology is seen as a product of her physical and social interaction capacities supported by input from adult models about ambient language sound patterns. Acquisition of phonological knowledge and behavior is a product of this function-oriented complex system. No pre-existing mental knowledge base is necessary for acquiring phonology in this view. Importantly, the child's diverse abilities are used for many other functions as well as phonological acquisition. Throughout, an evaluation is made of the research on patterns of typical development across languages in monolingual and bilingual children and children with speech impairments affecting various aspects of their developing complex system. Also considered is the status of available theoretical perspectives on phonological acquisition relative to an emergence proposal, and contributions that this perspective could make to more comprehensive modeling of the nature of phonological acquisition are proposed. The volume will be of interest to cognitive psychologists, linguistics, and speech pathologists.

Word Aware 3 is a comprehensive, practical and engaging resource that focuses on teaching vocabulary and word learning skills to children aged 6 to 11 years who have vocabulary learning needs. For many children, particularly those with Special Educational Needs and Disabilities (SEND) or those whose home language isn't English (ELL or EAL learners), the vocabulary of the classroom can be a barrier to learning. This book outlines how to best support these children who require extra help, offering concrete, easy-to-implement activities and resources for use in small groups, to maximise the impact on learning and open up access to the curriculum. Word Aware 3: Takes a highly practical, evidence-based and curriculum-focused approach to vocabulary learning that supports a broad range of learners Includes photocopiable and downloadable planning, intervention and evaluation resources Provides staff training resources and an overview video presented by the authors This book can be used as an adjunct to Word Aware 1, or as an intervention on its own. Although it is most suited to children aged 6 to 11 years, it may be adapted for older students with significant learning needs. It is an essential resource for teaching assistants and learning support assistants and will also save time for special educational needs co-ordinators (SENCOs) and speech and language therapists (SaLTs) who are keen to establish effective vocabulary interventions.

The central assertion in this volume is that the young child uses general skills, scaffolded by adults, to acquire the complex knowledge of sound patterns and the goal-directed behaviors for communicating ideas through language and producing speech. A child's acquisition of phonology is seen as a product of her physical and social interaction capacities supported by input from adult models about ambient language sound patterns. Acquisition of phonological knowledge and behavior is a product of this function-oriented complex system. No pre-existing mental knowledge base is necessary for acquiring phonology in this view. Importantly, the child's diverse abilities are used for many other functions as well as phonological acquisition. Throughout, an evaluation is made of the research on patterns of typical development across languages in monolingual and bilingual children and children with speech impairments affecting various aspects of their developing complex system. Also considered is the status of available theoretical perspectives on phonological acquisition relative to an emergence proposal, and contributions that this perspective could make to more comprehensive modeling of the nature of phonological acquisition are proposed. The volume will be of interest to cognitive psychologists, linguistics, and speech pathologists.