How can I communicate even more effectively with people who have learning disabilities? Communicate with Me is an invaluable toolkit for carers, professionals, schools and services striving to improve the quality of their communication with those they support. Key features include: a comprehensive range of techniques and guidance for carers and professionals around how to communicate with and involve children and adults with learning disabilities a wealth of practical examples and case studies to illustrate and contextualise the suggested approaches a detailed quality assurance framework to help schools and services develop CPD, establish excellence across their organisations in the way that they communicate with people with learning difficulties and improve outcomes for those they support. Communicate with Me is a resource for anyone involved in supporting children or adults with a learning disability including residential or community support workers, play workers, advocates and teachers who work directly with people, as well as line managers and service managers who can facilitate change within service structures and promote good practice in their teams.

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.

Language, Literacy, and Learning: Theory and Application is an academic textbook for graduate students studying speech-language pathology and a useful clinical resource for practicing speech-language pathologists (SLPs). This text explores how aspects of orthography and word learning relate to speech production and reading comprehension in children and adults with typical development or language learning differences. It is essential that SLPs assess and treat language and literacy skills in their clients. Unlike other books, this text is designed to help SLPs build their own skillsets in facilitating the development of the literacy skills that are crucial for navigating educational, vocational, and recreational experiences. This evidence-based resource includes clinical examples to support chapter information, with a focus on the science of reading and writing, typical and exceptional reading and writing development, and assessments and interventions for individuals with reading and writing differences. The author uses a student-friendly writing style that promotes learning at various levels of thinking: remembering, understanding, applying, analyzing, evaluating, and creating.

A fascinating and compelling exploration of the learning process for parents, teachers, and anyone with an interest in education. Reading and writing are fundamentally about the communication of meaning. Yet, when a child has difficulty in learning to read and write, the one area that is never seen as having any relevance is the child's life experiences. The author's contention is that the concept of dyslexia is something that has been invented, rather than discovered, in order to evade the question of meaning and the understanding of the individual. Based on the author's thirty years' experience of both educational psychology and analytical therapy, the book sets out a radical approach to learning difficulties in which the primary assumption is that there will usually be underlying emotional conflicts, tensions, and anxieties. Any learning disability is thus more likely to be the symptom of less-evident, personal difficulties, rather than a problem in itself. The book examines, with examples, typical patterns of personal and emotional difficulty that give rise to learning problems.

Originally published in 1981, this title was designed to present a comprehensive review of research on, and treatment of selective mutism. It represents the only systematic overview of research and treatment procedures on this behavioral problem at the time. In many respects the literature on selective mutism clearly presents the differences in assessment and treatment between the intrapsychic (or psychodynamic) and behavioral approaches to deviant behaviour. The title presents an overview of the two major therapeutic approaches of human behaviour within the context of treating selective mutism.

The Aphasia Therapy Files represent a practical resource for people who work with individuals with aphasia, either as therapists or as researchers. An overview of issues associated with current practices is combined with a study of the practicalities of determining, designing and implementing therapies.

This second volume continues to explore the possibility of bridging the gap between therapy in a clinical setting and the practical issues faced by the person living with aphasia. Each author presents one or more of their clinical practices in order to share their therapy experiences and reasoning with others. These contributions provide an insight into the complex issues that face both the practitioner and the person with aphasia, including discussion of subjects such as:

Revealing competence and rethinking identity for people with severe aphasia using drawing and a communication book

Respecting the rights of a person with aphasia to their own life choices: a longitudinal therapy study

A group approach to the long-term rehabilitation of people with acquired head injury within the community

Lexical and functionally based treatment: effects on word retrieval and conversation

While each of the chapters is of considerable interest on its own, the final chapter offers readers a method of describing and capturing what happens in therapy and why, to enable comparisons between therapies and application by readers themselves.

Written by speech and language therapists working in clinical practice, the studies included in this unique resource reflect the realities of everyday practice and will appeal to therapists, students and researchers in aphasia.

This book offers a personal insight into the experience of Alex Jelly, a professional fundraiser who developed a rare brain tumour, a papillary meningioma, which was successfully removed. She was left with Supplementary Motor Area Syndrome and associated problems including motor and speech impairments and a temporary psychosis. Discussing Alex's struggles and triumphs throughout her rehabilitation, this book offers an honest account of her journey from diagnosis to recovery. Part I introduces Alex's early life and employment, symptom onset and diagnosis, treatment and rehabilitation. Part II presents her neurosurgeon, Adel Helmy, and a clinical neuropsychologist, Barbara A. Wilson. Adel provides a medical context by explaining Alex's successful surgery and her post-operative experience. Finally, Barbara concludes with a comprehensive view of Alex's recovery and gives a voice to the therapists and psychologists who worked with Alex throughout her in and outpatient rehabilitation journey. This book provides support, understanding and hope for patients who have suffered a brain tumour, and their families. It is valuable reading for any professional involved in neurorehabilitation, studemts of clinical neuropsychology and those touched by brain injury.

Personal stories are the way we develop a sense of who we are, make sense of our experiences and make and sustain relationships. Research shows that people with severe communication difficulties - such as severe and profound learning disabilities, autism and language impairments - find it hard to recall and share the stories of their lives. This handbook draws on fifteen years of research and practice into personal storytelling in adult services and educational settings. Storysharing is a unique, innovative and highly effective approach to enabling the most severely disabled individuals to participate in telling their own stories.

The qualitative analysis of naturally occurring discourse in neurogenic communication disorders, specifically in dementia studies, has experienced recent burgeoning interest from wide-ranging disciplines. This multidisciplinarity has been exciting, but has added contextual confusion. This book advances the study of discourse in dementia by systematically exploring and applying different approaches to the same free conversational data sets, collected and transcribed by the authors. The applied methodologies and theories comprise a useful sourcebook for students, researchers, and practitioners alike.

*The Renfrew Action Picture Test cards are now available for free, to assist with online assessments and the ease of administrating the test, but in order to fully score the RAPT the pack will need to be purchased. You can find the downloadable cards under 'Support Materials' on the Routledge.com product page* Since its first publication in 1967, the Renfrew Action Picture Test has been a reach-for assessment used by a range of professionals dedicated to the speech and language development of children between 3.0-8.5 years of age. Widely used by Speech and Language Therapists / Pathologists, SENCOs, and teachers, among other professionals, the test covers words used to convey information (i.e. nouns, verbs, prepositions); present, past and future tenses; irregular forms of plural and past tenses; simple and complex sentence construction; and passive voice. The test provides an Information and Grammar score that can be benchmarked against a UK school population. This 5th edition has been fully updated, including revision of scoring guidelines, modernisation of images and, through an extensive nation-wide programme, fully re-standardised against a modern school population, making RAPT a trusted first-line tool in speech and language assessment. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.

This text is more than an introductory look at language disorders. It goes beyond basic concepts and basic definitions to teach students how to analyze, synthesize, evaluate, and link the information they are learning. It offers readers opportunities for higher-order learning, while preparing students to become careful evaluators of information, as well as adept problem solvers. Organized by disorder groups and theme, Language Disorders in Children, 2/e helps students easily make connections between theoretical information and clinical practice through a number of thoughtful features such as case histories, clinical decision trees, and hot topic discussions. It's an approach that meets the needs of today's students to learn lifetime critical thinking skills, to see relationships between isolated ideas and facts, and to think like a speech-language pathologist.

Now in full colour, this fully revised edition of the best-selling textbook provides an up-to-date and comprehensive introduction to the psychology of language for undergraduates, postgraduates, and researchers. It contains everything the student needs to know about how we acquire, understand, produce, and store language.

Whilst maintaining both the structure of the previous editions and the emphasis on cognitive processing, this fourth edition has been thoroughly updated to include:

• the latest research, including recent results from the fast-moving field of brain imaging and studies
• updated coverage of key ideas and models
• an expanded glossary
• more real-life examples and illustrations.

The Psychology of Language, Fourth Edition" is praised for describing complex ideas in a clear and approachable style, and assumes no prior knowledge other than a grounding in the basic concepts of cognitive psychology. It will be essential reading for advanced undergraduate and graduate students of cognition, psycholinguistics, or the psychology of language. It will also be useful for those on speech and language therapy courses.

The book is supported by a companion website featuring a range of helpful supplementary resources for both students and lecturers.

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.

The new and significantly updated third edition of Here's How to Do Therapy: Hands-On Core Skills in Speech-Language Pathology is an essential resource on effective evidence-based interventions for both practicing clinicians and students in academic speech-language pathology programs. Unique in design and content, the book and online supplementary materials provide a logical and manageable approach to enhance clinical skills through guided practice for different types of communication disorders. Part I presents the basic considerations and foundations of the therapeutic process. Twenty-eight fundamental therapeutic skills are presented in a "workshop format" using organizers, definitions/demonstrations, think-out-loud questions, prompts for practice, post-organizers, and more. Readers are guided through a process for learning and demonstrating each of the 28 specific skills through use of three tools: Therapeutic-Specific Workshop Forms, Video Vignettes, and two Mini-Therapy Sessions. Part II of the text contains seven Guided Practice chapters, with selected concepts and scripted examples of therapy sessions for receptive and expressive language, social communication for children with Autism Spectrum Disorder (ASD), articulation and phonology, voice, swallowing, resonance, and adult cognitive communication. New to the Third Edition Two new Guided Practice chapters: one on adult cognitive disorders and one on dysphagia/swallowing disorders Additional information on cultural and linguistic diversity, telepractice, AAC, phonological processes, and social communication for children with ASD Expanded focus on evidence-based practice A PluralPlus companion website with supplementary materials, including video demonstrations, printable forms, and PowerPoint lecture slides for instructors

This text offers comprehensive coverage of a wide range of concepts related to articulation and phonology. The text's strong, clinical emphasis along with the variety of helpful learning aids makes this text ideal for understanding critical topics. In this comprehensive fourth edition of Articulatory and Phonological Impairments: A Clinical Focus, a range of topics are covered including, an overview of phonetic transcription and diacritics used to document disordered speech, several theoretical models, including newer nonlinear frameworks, phonological development, and relevant diagnostic and therapeutic suggestions for special populations discussed in detail. Additionally, the application of theoretical principles to practical examples creates a bridge for students between conceptual learning and the understanding of principles based on their application. These topics, coupled with the learning aids throughout the text, strengthen the conceptual framework and through application, demonstrate that the student has understood specific principles.A large portion of the text is devoted to specific assessment and treatment details of articulatory and phonological disorders including a section on childhood apraxia of speech, cerebral palsy, cleft lip and palate, mental disability, hearing impairments, acquired dysarthrias, and apraxia of speech. These topics are encompassed in a clinical framework which continues to provide practical examples and the application of principles to real-life situations.

Challenging Aphasia Therapies presents an entirely new approach to thinking on the subject of aphasia therapy by liberating it from traditional models. This is achieved through a process of reflection in which many assumptions previously taken for granted are challenged and reassessed. Internationally renowned experts successfully demonstrate the benefits of learning about aphasia therapy through the process of engaging in it. Topics covered include: * the role of context, culture and conversation in shaping and directing aphasia therapy * the ethical issues that arise from the current tensions between market driven health care industries and the moral commitment to their client welfare * the value of therapy. Contributors challenge the common notion of successful therapy as solely performance related. * the potential and competent use of humour in aphasia therapy. The identification of the strengths and limitations of clinical models and the focus on relevant directions for therapy will be of interest to practising clinicians as well as anyone involved in study or research in speech and language therapy.

Damage to the brain can impair language in many different ways, severely harming some linguistic functions whilst sparing others. To achieve some understanding of the apparently bewildering diversity of language disorders, it is necessary to interpret impaired linguistic performance by relating it to a model of normal linguistic performance. Originally published in 1987, this book describes the application of such models of normal language processing to the interpretation of a wide variety of linguistic disorders. It deals with both the production and the comprehension of language, with language at both the sentence and the single-word level, with written as well as with spoken language and with acquired as well as with developmental disorders.

Society is becoming increasingly multi-lingual and this presents monolingual professionals, particularly those in special education and speech pathology, with severe problems. Is the language delay in a child from a bilingual environment a result of this background or is there a specific speech problem? Is a child's poor performance in school due to his problems of coping with two languages, or does he need remedial teaching? Originally published in 1984, this book is not concerned with second language learning, but with speech and learning difficulties in bilingual children as they are presented to remedial teachers, psychologists and speech therapists. To this end the first group of specially written articles deals with the patterns of language usage in bilingual communities and the social and psychological factors which shape these patterns; with processes in normal bilingual language acquisition; and with the relationship between cognitive development and growing up with two languages. Management issues and methods involved in helping children with language problems are also tackled: they include taking case histories, family liaison, counselling, bilingual programmes, mother tongue teaching, curriculum development and the training of personnel to work in the bilingual-bicultural field. This book provided a great deal of practical help, in a field that was relatively new at the time of writing, and helped to enlighten readers on the issues involved and assist in crystalising thought and directing future research.

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.

This resource aims to provide clinicians with evidence-based therapy tasks to enhance naming and word finding abilities in people with aphasia. The resource addresses the clinical questions of not just 'what' to do, but 'why' it is being done, and 'how' to do it. This resource provides the clinician with tasks that are known to strengthen the link between the semantic system and the phonological output lexicon. The development of the treatment tasks has adhered to current models of psycholinguistic processing and current impairment-based aphasia treatment efficacy research. Many of the tasks items are controlled for word frequency, image ability, and length. Some important and novel features of this therapy resource are that it provides the clinician with: theoretical descriptions of how each task might be influencing the language processing system; detailed instructions about tasks and how to teach-on-error; structure for monitoring progress and moving clients to higher or lower treatment levels; and a means through which rate of presentation can be controlled and manipulated. In addition, there is repetition and integration of key naming items across different therapy tasks to enhance and reinforce learning, in line with current cognitive learning theory. The resource uses illustrations and includes: a treatment manual containing all information and worksheets; and downloadable resources with a copy of all worksheets, as well as computerised naming, oral reading, and repetition tasks.

This diverse and practical resource presents activities, games and ideas to support children who have speech sound difficulties between the age of 3 - 7 (older if used with children with a learning difficulty), eg developmental delay, disordered speech sounds, developmental apraxia of speech. The book is divided into seven main sections: mouth exercises (oro-motor exercises); single sounds (k); short words - consonant + vowel, eg, car, key, cow; longer words that begin with the speech sound k - consonant + vowel + consonant, eg, comb, can, cap; longer words that end with k, eg, book, bike, duck; words with more than one syllable that begin with k, eg, cooker, coffee, camel, caterpillar; and, using words in sentences. Each section provides the opportunity for the child to hear the speech sound in isolation and in words before they try to say it (ie receptive and expressive activities). Includes: different activities to practise listening and saying the target sound/word; drilling games - ie the opportunity to hear the speech sound in isolation and in words, and to say them in increasingly challenging sequences in a game format; games that can be played with the picture cards of the words the child is working on; and, an auditory bombardment section composed of funny rhymes containing the words, the child has been working on in the section. The resource contains simple, accessible information on the development of speech sounds and specific information about the speech sound k. Examples of session plans using the resource are included in the book to help users plan work.

Investigations in Clinical Phonetics and Linguistics is a sequel to the eighth meeting of the International Clinical Phonetics and Linguistics Association, attended by delegates from 26 different countries. This book reflects the scope of the subject area of clinical phonetics and linguistics, the balance of input into it with respect to the different kinds of research being carried on, and the representation of researchers from different parts of the world. Its scope includes the application of all levels of linguistic analysis and the chapters of the book have been ordered as far as possible according to linguistic level, beginning with pragmatics and ending with acoustics. It will be immediately apparent that a greater number of chapters are concerned with applications of phonetics and phonology then with any other levels.

Agrammatic aphasia (agrammatism), resulting from brain damage to regions of the brain involved in language processing, affects grammatical aspects of language. Therefore, research examining language breakdown (and recovery) patterns in agrammatism is of great interest and importance to linguists, neurolinguists, neuropsychologists, neurologists, psycholinguists and speech and language pathologists from all over the world. Research in agrammatism, studied across languages and from different perspectives, provides information about the grammatical structures that are affected by brain damage, their nature, and how language (and the brain) recovers from brain damage.

The chapters in this book focus on the symptoms that arise in agrammatic aphasia at the lexical, morphological and sentence level and address these impairments from neurolinguistic, neuropsychological and neurological perspectives. Special attention is given to methods for assessment and treatment of agrammatism and to the neurobiological changes that can result from the treatments.

Perspectives on Agrammatism provides an up-to-date overview of research that has been done over the past two decades. With contributions from the most influential aphasiologists from Europe and the United States, it provides an indispensable reference for students and academics in the field of language disorders.