Dyslexia is a condition that is widely misunderstood in the world of work.

Adult Dyslexia: A Guide for the Workplace shows why small and large employers should be aware of European laws on anti-discrimination and dyslexia. It provides practical advice on how to identify dyslexics in the workplace, how to create the right environment for them to thrive and how organizations can make the transition from a framework that perceives dyslexia as a problem to one that perceives it as a solution.

Throughout the book, real-life case studies illustrate the points being made and a number of invaluable practical resources are available including an appendix of useful organizations, an adult dyslexia screening check list and a seven-step procedure for counselling adult dyslexics.

Gary Fitzgibbon and Brian O'Connor have varied and extensive experience of both advising organizations on adult dyslexia issues and providing assessment, counselling and training services to adult dyslexics. Their book is an essential resource for disability specialists, occupational psychologists, counsellors, HR managers, teachers/lecturers of adults and importantly, dyslexics and their families.

* The field of AAC is a rapidly expanding one, as both technology innovations and demographic profiles make it increasingly possible and important to provide non-speech communication options for individuals with significant communication impairments. * Case reports provide a hook for student learning, drawing their interest and providing immediate relevance for students. * Features internationally recognised authors who are experts in their field and have been drawn from Ireland, the United Kingdom, the USA and Australia, to ensure that the reach of the text is broad and internationally relevant.

The Psychology of Dyslexia is an introductory text for teachers undertaking a training course on Dyslexia. The book is based on Mike Thompsons lecture course to the Dyslexia Institutes Postgraduate Diploma in Dyslexia and Literacy. Although primarily for teachers the book will be of interest to other professionals, such as Speech Therapists, who are undertaking a course on dyslexia, as well as parents of dyslexic children. The book covers the basic psychology of, for example, memory, neuro-psychology and reading development, followed by these topics application to Dyslexia.Dr Thompson is a Chartered Psychologist as well as Principal of East Court, a school for dyslexic children, and the book provides the background to the assessment of dyslexia as well as to theoretical topics.There is a guide to further reading at the end of every chapter.Contents a[ The Nature of Dyslexia a[ Basic Psychometrics and Assessment a[ Assessing the Dyslexic a[ Definition and Discrepancies a[ Basic Neuro-psychology a[ Neuro-psychology of Dyslexia a[ Models of Reading and Spelling a[ Models of Memory a[ Phonological and Memory a[ Deficits in Dyslexia

Talkabout for Teenagers is a bestselling professional workbook supporting educators and therapists who deliver social and relationship skills groups for older children and young adults with social, emotional or behavioural difficulties. It is a complete group work resource that offers a hierarchical approach, with ready-made material to assist teaching social and relationship skills specifically to older children and young adults. Resources include: an assessment framework planning and evaluation forms 37 structured session guides focussing on self-awareness and self-esteem, body language, conversational skills, friendship skills and assertiveness all the supplementary handouts and images needed to deliver the sessions. This second edition is presented with full-colour illustrations and handouts, and includes a new introduction by Alex Kelly reflecting on her own experiences of using the resources since they were first developed.

This year's special issue contains papers presented at the 39th Clinical Aphasiology Conference held in Keystone, Colorado in May, 2009. The issue contains another excellent mix of articles, demonstrating the depth and breadth of issues covered in clinical aphasiology at the present time. As a venue for the discussion of applied research in aphasia, CAC encourages researchers to explore the ultimate social ramifications of different assessment and treatment protocols, while retaining strong theoretical underpinnings related to both neurological and cognitive factors involved in the impairment.

Basic Verbs, 2nd Edition has been fully updated for 2016, featuring 48 professionally-photographed cards that illustrate frequently used verbs in simple settings. Each card can be selected to be used independently or grouped with others for use to encourage discussion and consideration about the topic depicted. The cards in this best-selling resource are valuable for individual and group work, and may be used in a variety of settings by speech and language therapists among other professionals. The accompanying booklet details the contents of the set and includes suggested ways to use the cards. Example of the cards include: the baby is crying; the girl is dancing; the children are laughing; the man is sleeping in the armchair; and, the woman is dressing the boy. Now translated into 8 languages: German; French; Swedish; Dutch; Spanish; Italian; Portuguese; and, Japanese. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.

Psychology Library Editions: Speech and Language Disorders (8 Volume set) presents titles, originally published between 1942 and 1993, covering a variety of areas from auditory processing difficulties to stuttering. The titles show the progression of knowledge and treatment through the twentieth century.

Fundamentals of AAC: A Case-Based Approach to Enhancing Communication is a course-friendly textbook designed to walk readers through the theoretical and clinical underpinnings of assessment, intervention, and consultation for individuals with complex communication needs across the lifespan. Augmentative and alternative communication (AAC) encompasses a variety of communication methods and is used by those with a wide range of speech and language impairments. With a consistent framework and descriptive case studies, as well as input from various stakeholders, readers can gain a comprehensive understanding of the needs of persons who use AAC and how to provide them with ethically and culturally considerate support. Unlike other texts on this topic, this book empowers the reader to visualize AAC in action. Each chapter offers evidence-based information about the topic along with a case study. The case studies combined with short essays from various stakeholders illustrate the variety of ways in which AAC can enhance an individual's connection with their communication partners and community, and the role of the speech-language pathologist as integral to this process. Intended to easily translate into a six, eight or 13-week semester course, this textbook is divided into seven distinct sections: Section I provides an overview of AAC, no-tech, mid-tech, and high-tech AAC systems, as well as mobile technology and advancing technology. Section II discusses cultural and linguistic responsivity and how this underlies AAC systems and services. Section III reviews AAC assessment, intervention and implementation for toddlers, preschoolers, and school-aged individuals, along with goal-writing and data collection. Section IV covers assessment, intervention, and implementation for young adults and adults needing AAC. Section V offers the reader detailed information and rich examples of the application of AAC for persons with developmental disabilities. Section VI provides the theoretical foundation and exemplar case studies of AAC for persons with acquired disabilities. Section VII details consultation and training for various stakeholders, as well as tele-AAC services. Key Features Overviews with key terms set the stage for each section 36 case studies with questions and visuals to clearly depict each case Boxes with practical tips and expert advice A PluralPlus companion website with diverse online resources for instructors in the Instructor's Manual and video vignettes and tutorials for readers

The first half of this book provides an outline of the structure and function of a voice clinic, a review of the structure and function of the vocal tract and an outline of the most common forms of voice disorder likely to be encountered in a clinic. It also provides brief descriptions of the various forms of therapy available for the treatment of non-cancerous voice disorder and suggests appropriate treatment modalities.

The second half of the book is based in science and contains an overview of the instrumentation available for the investigation and documentation of voicing.

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.

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 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.

MOTOR SPEECH DISORDERS: DIAGNOSIS AND TREATMENT, 2E offers a detailed, yet streamlined introduction to motor speech disorders. The book opens with a brief historical review of motor speech disorders, providing useful context for understanding the technology and methodology modern speech-language pathologists employ for evaluation and treatment today. Without overwhelming you with complex detail, the book also provides a practical introduction to the human motor system, including the anatomy and physiology involved in motor speech disorders. A series of chapters offers an in-depth look at the six pure dysarthrias, as well as mixed dysarthria and apraxia of speech, including detailed information on etiology, characteristics, and treatment. MOTOR SPEECH DISORDERS: DIAGNOSIS AND TREATMENT, 2E has been updated with high quality illustrations, as well as information on cutting-edge treatment procedures and current best practices. An accompanying DVD features clinical videos to deepen your understanding of the disorders by exposing you to real-life case examples.

Current approaches to treating stuttering do not reflect the new understanding of its nature which has emerged from recent studies. This book brings together speech scientists and clinicians to discuss the best ways to close the perceived gap and maximize the effectiveness of treatment. Together, the chapters offer a comprehensive state-of-the-art overview of the complexities of stuttering and its remediation. Genetic, neuropsychological, behavioral, and often-neglected affective and cognitive factors are all considered. Preferred methodologies for empirical investigation are described, and specific examples of applied clinical research designs are provided. The book will be crucial reading for all those professionally concerned with fluency disorders and their students.

This book examines the rehabilitation of language disorders in adults, presenting new research, as well as expert insights and perspectives, into this area. The first chapter presents a study on personalised cueing to enhance word finding. Cynthia K. Thompson and her colleagues contribute a chapter describing The Northwestern Naming Battery and its use in examining for verb and noun deficits in stroke-induced and primary progressive aphasia. Heather Harris-Wright and Gilson J. Capilouto examine a multi-level approach to understanding the maintenance of global coherence in aphasia. Kathryn M. Yorkston and colleagues provide discussion on the training of healthcare professionals, and what speech and language pathology and medical education can learn from one another. Yorkston also presents a systematic review asking whether principles of motor learning can enhance retention and transfer of speech skills. Connie A. Tompkins present a single-participant experiment examining generalization of a novel treatment for coarse coding deficit in right hemisphere damage. Finally, Chris Code returns to the topic of apportioning time for aphasia treatment. This book was originally published as a special issue of Aphasiology.

Current approaches to treating stuttering do not reflect the new understanding of its nature which has emerged from recent studies. This book brings together speech scientists and clinicians to discuss the best ways to close the perceived gap and maximize the effectiveness of treatment. Together, the chapters offer a comprehensive state-of-the-art overview of the complexities of stuttering and its remediation. Genetic, neuropsychological, behavioral, and often-neglected affective and cognitive factors are all considered. Preferred methodologies for empirical investigation are described, and specific examples of applied clinical research designs are provided. The book will be crucial reading for all those professionally concerned with fluency disorders and their students.

This is the first single-authored book to attempt to bridge the gap between aphasia research and the rehabilitation of patients with this language disorder. Studies of the deficits underlying aphasia and the practice of aphasia rehabilitation have often diverged, and the relationship between theory and practice in aphasiology is loose. The goal of this book is to help close this gap by making explicit the relationship between what is to be rehabilitated and how to rehabilitate it. Early chapters cover the history of aphasia and its therapy from Broca's discoveries to the 1970's, and provide a description of the classic aphasia syndromes. The middle section describes the contribution of cognition neuropsychology and the treatment models it has inspired. It includes discussion of the relationship between the treatment approach and the functional model upon which it is based. The final chapters deal with aphasia therapy. After providing a sketch of a working theory of aphasia, Basso describes intervention procedures for disorders resulting from damage at the lexical and sentence levels as well as a more general conversation-based intervention for severe aphasics. Anna Basso has run an aphasia rehabilitation unit for more than thirty years. In this book she draws on her considerable experience to provide researchers, clinicians, and their students and trainees with comprehensive coverage of the evolution and state of the art of aphasia research and therapy.

This book focuses explicitly on therapeutic techniques developed from a social model approach to disability and learning to live with difference. It describes theories, activities and methods of implementation developed from the work of Connect with people with long term aphasia. "Theoretical discussion runs alongside practical ideas for therapy and evaluation, case studies and commentaries from the authors regarding the method and means of implementation." Synthesises theory and practice in this new area of service delivery. Its non-impairment led focus of the therapies means that it has wide appeal to therapists, health service professionals and volunteers who work with people with chronic disabilities affecting lifestyle and communication.

Communication disorders are a problem for people around the world. However, language disorders are rarely studied within the context of bilingualism. This is despite the fact that the majority of individuals who are affected by acquired language disorders are multilingual. Studies of bilingual aphasic speakers reveal important insights about the cognitive and neurological factors involved in multilingualism and have an impact on the assessment and the rehabilitation of aphasic speakers. The aim of this Special Issue is to present papers by leading researchers in the field of aphasia and to examine the patterns of speech and language disorders among speakers who have varying proficiency in their native and non-native languages.

Talkabout for Children: Developing Friendship Skills is a bestselling professional workbook supporting educators and therapists who deliver social and relationship skills groups for children with social, emotional or behavioural difficulties. This resources creates the final level of the Talkabout heirachy, where self-awareness comes before non-verbal skills and non-verbal comes before verbal, with assertiveness coming last. Resources include: an assessment framework planning and evaluation forms a three-term intervention plan for schools over 25 structured activity sessions focussing on friendship skills all the supplementary handouts and images needed to deliver the sessions. This second edition is presented with full-colour illustrations and handouts, and includes a new introduction by Alex Kelly reflecting on her own experiences of using the resources since they were first developed.

This volume combines in-depth reviews of models of spoken word production and cognitive neuropsychological disorders of spoken word production. The first section provides a detailed discussion of the development and structure of current models of language production using data form "normal" subjects. It is these models that form the basis of the study and therefore the text attempts to explain their processing mechanisms and assumptions clearly. The evidence used for the development of these models is described including experimental studies and observation of patterns in naturally occurring speech errors.; The second section focuses on studies of aphasic naming disorders and discusses these disorders in terms of the model described in the first section. The emphasis is on single case studies. These are reviewed in three chapters examining semantic errors and disorders, the range of symptoms attributed to disorders of lexical retriveal and deficits of phonological encoding. The text assumes that the reader has some familiarity with the linguistic and psychological terminology relevant to these areas and therefore is most suited to the graduate student or researcher/lecturer.

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An innovative textbook and course notebook in one resource! A Coursebook on Aphasia and Other Neurogenic Language Disorders, Fifth Edition is a textbook for courses in aphasia and other neurogenic communication disorders. It is organized in a unique and interactive "coursebook" format that divides pages into columns with written information next to columns with space for note taking. This allows instructors to make lecture notes and students to write class notes on the right half of each page of the text. The Coursebook offers a comprehensive description and critical review of basic and applied research on aphasia, right hemisphere disorder (RHD), traumatic brain injury (TBI), and dementia-the four major language and communication disorders associated with neurological pathologies. The relationship between the brain and language, major features of aphasia and other disorders, their assessment, and treatment have been described in streamlined and clinician-friendly language. Critical review of theories, assessment, and treatment research helps speech-language pathologists distinguish valid from the questionable in the professional and scientific literature. All assessment and treatment chapters give an outline of comprehensive and practical procedures, integrating current practices that clinicians might readily use. New to the Fifth Edition Part I has been restructured under the heading, "Brain and Language" to describe the neuroanatomical bases of language and language impairments associated with neuropathological variables. The chapter on neurodiagnostics has been updated to include a variety of surgical, radiological, and imaging procedures that help students understand the relationship between the brain structure and function and their involvement in language production and comprehension. Part II has been reorganized into three chapters on aphasia. Chapter 3 offers a comprehensive review of aphasia prevalence, definition, and classification. Newer perspectives on intraoperative cortical brain mapping and alternative classification of aphasia, based on recent research on the dual stream hypotheses related to brain and language, have been reviewed with critical evaluation to help clinicians. Chapters 4 and 5 on assessment and treatment of aphasia offer a more comprehensive review of established and newer procedures. The chapter on treatment is expanded to include telerehab, drug treatment, brain stimulation, and technologically-based interventions. All major language intervention techniques are reviewed with outlined recommendations for clinicians. Part III on RHD consists of two revised chapters reflecting current terminology, research, and clinical practice issues. Sections on neglect, deficit awareness, social communication, and abstract language intervention have been updated. Part IV offers the most recent research on TBI rehabilitation. Research on teaching compensatory strategies, group therapy, and community reentry has been updated with clinical recommendations. Part V's two chapters on dementia include new information on changing incidence and prevalence patterns of dementia, infectious and rapidly progressive dementias, frontotemporal dementias, primary progressive aphasias, and HIV-associated neurocognitive disorders. In addition to the above content updates, customizable PowerPoint lecture slides for instructors and color versions of some of the figures are available on a PluralPlus companion website.

This work aims to bring together a wide-ranging set of clinical linguistic case studies covering all levels of linguistic analysis and demonstrating the application of more than one level of linguistic analysis to individual cases. It focuses on "patient-driven" cases.

The authors aim to demonstrate the collaborative nature of applied linguistics by illustrating the kind of service that speech and language therapists may reasonably ask of linguists, without feeling that they need have expertize in this area themselves.

The case studies include a representative range of communication disorders and involve a wide range of areas of linguistics and phonetics. Most of the studies incoporate complementary analysis at several linguistic levels, and involve a wide variety of analytical techniques including standard assessments and profiling procedures, instrumental and computational procedures, and improvised materials tailored to the specific nature of individual cases.

Application of analytic discourse techniques to clinical practice is relatively recent. This book's contributors begin with the notion that systematic examination of discourse provides a rich source of data for describing the complex relationships among language, social context, and the cognitive processes that underlie discourse comprehension and production. Evidence is provided that when discourse is studied across different clinical populations, analysis yields an optimal opportunity for developing dynamic models of brain and language that more thoroughly account for the complexity of language use in social contexts. Accordingly, studies presented in this volume have a dual focus -- to examine the implications of discourse research on neurolinguistic theories and to evaluate the contribution of discourse analysis to understanding the clinical status of patients with brain damage. As such, this volume reports patterns of preserved and impaired discourse behavior in normal adults and in different adult clinical populations. It also describes numerous tasks designed to elicit a variety of discourse genres and a host of techniques created to describe how subjects order information and relate ideas across sentences. In addition, it includes numerous abstract units and linguistic devices targeted to examine those aspects of discourse that govern cohesion, organization, and topic manipulation.
This volume is unique because it presents both theoretical and clinical papers that examine a variety of communication pathologies. Clinicians often report dissatisfaction with formal test batteries in that results are often at variance with clinical observation of performance in real life situations. To address this concern, this work proposes methods for examining discourse that move the examiner closer to naturalistic sampling. The research presented demonstrates that discourse analysis provides clinically significant information that contributes to the understanding of the cognitive, linguistic, and social status of people with communication disorders. These studies also offer a framework to support continuously evolving diagnostic and treatment paradigms for adults with neurological communication pathologies.

Why do we gesture when we speak? The Cognitive Psychology of Speech-Related Gesture offers answers to this question while introducing readers to the huge interdisciplinary field of gesture. Drawing on ideas from cognitive psychology, this book highlights key debates in gesture research alongside advocating new approaches to conventional thinking. Beginning with the definition of the notion of communication, this book explores experimental approaches to gesture production and comprehension, the possible gestural origin of language and its implication for brain organization, and the development of gestural communication from infancy to childhood. Through these discussions the author presents the idea that speech-related gestures are not just peripheral phenomena, but rather a key function of the cognitive architecture, and should consequently be studied alongside traditional concepts in cognitive psychology. The Cognitive Psychology of Speech Related Gesture offers a broad overview which will be essential reading for all students of gesture research and language, as well as speech therapists, teachers and communication practitioners. It will also be of interest to anybody who is curious about why we move our bodies when we talk.