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.

For students taking courses in speech pathology assessment and diagnosis or clinicians wishing to keep up to date on their constantly evolving field. A popular, practical, and comprehensive text that approaches the diagnosis and evaluation of speech and language with a special focus on the relationship between clinician and client. Diagnosis and Evaluation in Speech Pathology provides readers with a practical process approach to the diagnosis and evaluation of speech and language disorders. Equally helpful to students in training and practicing clinicians alike, this engaging resource develops a rationale for each type of assessment, including both standardized and non-standardized approaches. Each chapter highlights the most updated literature, clinical procedures and technological advances, while emphasizing diagnosis as an initial step in defining a communication disorder and while focusing on evaluation as an ongoing assessment process to monitor progress on treatment goals. Organized by communication disorder, this text makes for a vital reference, while case examples and real-world vignettes help readers best understand clinical skills with interviewing, report writing, and multicultural issues in assessment.

For communication science and disorders students taking courses on language and communication disorders. An excellent overview of the characteristics of language disorders in children paired with information on assessments and interventions. The fourth edition of An Introduction to Children with Language Disorders provides readers with an in-depth and comprehensive overview that is unsurpassed in comparable texts. In three parts, this guide to child communication disorders presents the characteristics of common language disorders seen in children, discusses assessments for these disorders, and presents the most current information on language disorder intervention. In addition, this popular text covers topics often left out by similar books, such as special populations of children with language disorders, gifted children, children with other learning disabilities, children with cleft palates, bilingual children, and children with visual impairments.

For students taking courses in phonetics and linguistics. A comprehensive introduction to the art and science of clinical transcription. Clinical Phonetics was written with the belief that the clinical application of phonetics is a specialized branch of the field that requires a particular sensitivity to the challenge of transcribing speech disorders. The three primary strengths of the fourth edition of this text continue to be: authoritative coverage of the phonetics of American English, tested skills teaching in clinical transcription using four hours of audio examples (CDs sold separately), and the discussion of a wealth of clinically-relevant topics throughout the text and numerous appendices. Other notable features of the book are its broad coverage of phonetics, including an overview of the anatomy of speech production; phonetic symbols for consonants, vowels and diphthongs; diacritics for narrow transcription; representing suprasegmentals such as stress pattern; acoustic properties of speech; and dialect. This newly revised edition of Clinical Phonetics preserves the strengths of the earlier editions but offers significant improvements in content and style.

For undergraduates taking introduction courses in communication sciences and disorders. This leading introductory book on communication disorders uses student-friendly content to explore current research, central theories, and the nuts and bolts of clinical therapy. Updated with the most current research and information, the newly revised eighth edition of Human Communication Disorders continues to cover a broad range of topics including speech and language development, genetics, the biology and physics of communication, and an overview of cultural and linguistic diversity. With an emphasis on evidence-based practice, experts in speech-language pathology and audiology place communication processes and communication disorders in perspective, define basic theories of causation, introduce identifying characteristics, and present an overview of procedures for evaluation and treatment - while at the same time focusing on the real people who both have communication disorders and the real people who study them. The new eighth edition has been rewritten with a more contemporary, student-friendly approach and style that makes the content more engaging and easier to process.

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.

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.

Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133406563. A clinical, case-based approach to communication sciences and disorders. Communication Sciences and Disorders, 3/e introduces students to the field through clinicians, patients and families. Rich with examples, the first part covers foundational concepts of development, anatomy, physiology, augmentative communication and complex communication. Following these foundations, the second part highlights inherited and acquired disorders affecting children and older adults. A new chapter features multicultural topics, while an expanded chapter delves into advancements in assessment and intervention. Strong themes of literacy weave throughout. The Enhanced Pearson eText features embedded video. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad (R) and Android (R) tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later.

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.

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.

First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.

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.

Now in its second edition, Speech and Language Therapy: the decision-making process when working with children reveals how recent research and changes in health and education services have affected the decision-making process in the assessment and management of children with speech and language problems.

With individual chapters written by experts in their field, this book:

• Illustrates how the decisions made by practitioners may vary within different work settings
• Shows how these decisions may need to be adapted when working with specific client groups
• Explores how such decisions are part of effective evidence-based practice
• Offers an overview of the skills required by the developing professional
• Provides insight into working as a newly qualified therapist in the current job market.

Rigorously underpinned with current research and revised legislation, this is an important textbook for speech and language therapy students, potential students and specialist teachers in training. Speech and Language Therapy: the decision-making process when working with children will also be relevant to newly qualified therapists, therapists returning to the profession, specialist teachers and Special Educational Needs Coordinators.

Devised by members of the Speech and Language Therapy team in Portsmouth city teaching PCT, this advice pack breaks down social communication difficulties into four key areas: Language; Conversation skills; Social skills; and Selecting and organising information. The pack will facilitate identification and assessment of social communication difficulties and provide suggested intervention strategies related to specific areas of communication. A range of photocopiable handouts have been created which address each feature identified. The handouts provide a description of the SCD feature, examples of how this might present in children and then a list of practical suggestions for teaching specific skills. It is an excellent proactical resource.

Clinicians and students will benefit from this PocketGuide's coverage of disorders of communication, epidemiology and ethnocultural factors, symptomatology, onset and development, etiological factors, and major theoretical concepts. The SLP that has this handy guide in his or her pocket will have a valuable and quick reference for everyday use. Key features: provides specific and detailed information needed to make a thorough assessment of each disorder and develop a treatment plan for the client; entries are alphabetized for easy access; cross-referenced entries are underlined, indicating there is a major entry with additional information related to the topic at hand; whenever appropriate, neurophysiological and neuropathological factors related to a communication disorder are described.

"This book is a comprehensive guide to the evidence, theories, and practical issues associated with recovery from stuttering in early childhood and into adolescence. It examines evidence that stuttering is associated with a range of biological factors such as genetics and psychological factors such as anxiety, and it critically assesses theoretical accounts that attempt to integrate these findings. Written so that it can be used flexibly to meet the demands of courses about stuttering, the book may be used as a text at the undergraduate or graduate level in psychology or speech-language science"--Provided by publisher.

*This workbook should be used alongside the storybook, Who Put the Spell into Spelling?* This illustrated workbook has been created to support learners who, after acquiring the basics of reading and writing, have struggled to organically grasp the rules that govern spelling in the English language. Each photocopiable worksheet is designed to support a key spelling rule, explored in the colourful storybook Who Put the Spell into Spelling? This activity workbook is designed to be used alongside the storybook. Key features include: Twenty-two activity worksheets designed to help learners understand and practise key spelling rules Activities designed to support skills in reading, spelling and writing Quirky illustrations designed to make the rules come to life Developed with feedback from teachers and students, this is an invaluable resource for teachers and parents looking to support learners who find spelling a challenge, or who are learning English as an additional language.

Most speech-language clinicians will, at one time or another, experience the frustration that often accompanies attempts to elicit new speech sound behaviors. This is especially true when a client does not have a target sound in his or her response repertoire. Clinicians and students working in clinic will often search for that one strategy, trick, or technique that will work in these challenging situations. Eliciting Sounds: Strategies & Techniques for Clinician, 2nd Edition is designed to provide the clinician and the speech-language pathology student with a quick, easy-to-use checklist of techniques for immediately evoking any phoneme targeted for remediation. Benefits: It doesn't get caught up in articulation theory and instead provides specific techniques to teach the clinician how to enable the client to produce speech sounds. Book is organized in two main sections: first a section on consonant sounds where there is a chapter on all consonant sounds and second a section on vowel sounds where there is a chapter on all vowel sounds; there is also a dedicated section on diphthongs. This organization is logical and makes the content easy to quickly reference. For Consonants, in addition to a recap of the place/manner/voicing features for a consonant, the book includes an explanation of how the phoneme is produced, common errors encountered by clinicians, phonetic placement techniques, a summary of the specific moto-kinesthetic stimulation prescribed for that phoneme, and a list of sound approximation techniques involving both progressive approximation and modification for other sounds. For Vowels, coverage includes an overview of the articulatory characteristics of vowels, discussion of common errors, a description of how each vowel is produced, and strategies for eliciting correct vowel production, including a summary of the moto-kinesthetic stimulations for each. The chapter on Diphthongs explains the articulation of diphtho