This practical text brings together well-known writers from the UK, USA and Australia. It sets out to discuss the assessment and treatment of the young school aged child who stutters, aged approx. 7 to 12 years. A number of differing treatment approaches for this client group are presented in the one volume.

The contributors, as well as describing their treatment approaches, have considered the theoretical models on which their approaches are based and ways of measuring outcomes, an important topic in an age of evidence based practice. In order to gain a more comprehensive view of the school aged child, one chapter considers epidemiology of stuttering, whilst two chapters address the issue of concomitant problems such as other language problems and ADHD.

This text is written for students and clinicians working with children who stutter. It will also be of interest to researchers.

Within the field of speech language pathology, there is a growing awareness of the need to adapt our services to better serve a diverse population. AAC for All: Culturally and Linguistically Responsive Practices is designed to serve as a resource for practicing speech language pathologists and augmentative and alternative communication (AAC) specialists working with culturally and linguistically diverse (CLD) populations. Written in an easily accessible style, this text walks the clinician through the process of supporting this particular population and includes tips and resources for easy implementation. Unlike other books on AAC topics, this book directly focuses on the unique needs of CLD students with complex communication needs. By highlighting important considerations and practical steps rooted in evidence-based practice (EBP), this unique resource ensures the AAC provider is meeting the needs of all their students regardless of their backgrounds. The text encompasses every stage of supporting CLD students and their families along their communication journey, including the clinician's preliminary steps of reflection upon the interplay of culture and language, and differences in attitudes towards disability and AAC. With this understanding, the authors guide the reader through practical, yet culturally responsive assessments and interventions strategies that can be adapted to meet the needs of any student who uses AAC. Key Features More than 50 illustrations and graphs to help clarify and expand on key concepts covered throughout the text; enabling readers to more easily understand and apply complex material. Use of highly readable excerpts throughout the book in the form of Explorations of key terms, Perspectives & Insights describing real life professional experiences from the authors, and TIPS (To Implement Proper Strategies) to guide the reader through practical intervention recommendations. A clinician-friendly writing style that will have this book repeatedly reached for as it guides the reader through their learning and clinical practice. A PluralPlus companion website with printable versions of both the forms from the book and additional resources, including: Cultural Competence Roadmap CLD AAC Myths & Realities Handout CLD Assessment Tools List CLD Assessment Process Checklist Ethnographic Interview Form Partner Training Checklist Participation Plan Samples CLD Book List for Therapy

With the same spirit of joy, irreverence, and fun, the authors of Professional Writing in Speech-Language Pathology and Audiology have produced a companion Workbook. It provides instruction in, and opportunities to improve, the accuracy and clarity of writing that students and professionals need for success in clinical practicum, evidence-based practice, and career advancement. The nine chapters and accompanying CD use the knowledge and skills assessment (KASA) format to address common errors in usage and scholarship, as well as compliance with ethical issues, use of Internet and library resources, and strategies for oral presentation. The Workbook may be used as a stand-alone text for clinical practicum or for a professional writing course. The authors have combined it with Professional Writing in Speech-Language Pathology and Audiology for an introductory course in research methods.

To date, there are 300 disorders associated with voice, but until now there has never been a published reference manual that classifies these disorders. Borrowing from the successful organization schema of the American Psychiatric Association's Diagnostic Statistical Manual (DSM), the Classification Manual for Voice Disorders-I provides the framework for classifying voice disorders using the following criteria for each disorder: essential and associated features; vocal impairment; clinical history and demographic profile; course and complications; medical and voice differential diagnosis; and severity criteria. Classification Manual for Voice Disorders-I is a project of ASHA's Special Interest Division 3, Voice and Voice Disorders (DIV 3), originally directed by contributing authors Moya Andrews, Diane Bless, Daniel Boone, Janina Casper, Leslie Glaze, Mike Karnell, Christy Ludlow, and Joe Stemple. The text was edited over a period of several years by the authoritative group of voice disorders professionals, including Katherine Verdolini, Clark Rosen, and Ryan Branski. This version represents the fields of speech-language pathology, voice science, and otolaryngology. CMVD-I lists most conditions that may negatively affect the ability to produce voice, based on the most current knowledge. These conditions comprise 30 structural pathologies, 25 neurological disorders, 20 aerodigestive conditions, 13 psychological disturbances, 15 systemic diseases, four inflammatory processes, four traumatic conditions, and five miscellaneous voice disorders. CMVD-I is a must-have resource for professionals who specialize in voice disorders, especially speech-language pathologists and otolaryngologists. The handy organization of this reference makes it a convenient and accessible resource for voice coaches and teachers of singing. It will also be invaluable as a textbook in ma

Using drama activities based on a range of classic and modern stories, this inspiring resource equips SENCOs, primary school teachers and speech and language therapists alike with simple, practical and effective tools to improve children's speech, language and communication. Key features include: a huge range of activities so that the resource can be used in focused support for those with SGBPN or in mixed ability classrooms topical links to the English programmes of study so that activities support core curriculum learning distinct sections for Key Stage 1 and Key Stage 2 make the book relevant from Reception to Year 6. Unlike alternative resources, this book uses drama techniques to address speech, language and communication needs and can be used for both therapy and mainstream primary education.

Language and Literacy Connections: Intervention for School-Age Children and Adolescents takes readers on a path of knowledge steeped in principles and practical applications. This much-needed new text uniquely integrates language learning and disorders and literacy together in a coherent and cohesive narrative that covers the challenges facing school-age students from early elementary levels through high school. Using past and current research and interventions from speech-language pathology (SLP) and reading and literacy arenas, the authors present transcripts, cases, and detailed intervention sessions to provide a template for daily practice. The text raises questions relating to "why am I doing this?" and provides some answers to this most complex, yet basic, question. Language and Literacy Connections: Uses strong theoretical foundations with detailed applications to real-life situations and practices Highlights the different levels of literacy, from foundational to disciplinary, that underpin current thinking Includes three major sections that build upon one another as the authors navigate through: (1) conceptual frameworks to their (2) practical applications across discourse intervention and individual language components and (3) service delivery models Addresses the role of comprehension in auditory processing and classroom difficulties Compares effective and less effective intervention sessions with explanations about why each fall within a category Debunks common myths and practices that have been questionable for decades but that persist in practice Offers innovative suggestions related to providing collaborative service delivery procedures through virtual online platforms through specific lesson plans Answers the question asked by many school-based SLPs: How do I add literacy on top of my responsibilities when my caseloads are so large and demanding? Key Features: Questions at the beginning of each chapter that reflect concerns of SLPs and their teams Projects and assignments that supplement and review the material Examples of teaching modules with practical lesson plans that integrate the role of SLPs in Interprofessional Practices (IPP) while explicitly addressing the curriculum across a variety of subject areas A PluralPlus companion website with videos, case studies, sample forms and reports, and PowerPoint slides for instructors

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

The fourth edition of Children With Hearing Loss: Developing Listening and Talking, Birth to Six is a dynamic compilation of important information for the facilitation of spoken language for infants and young children with hearing loss. This fourth edition covers current and up-to-date information about auditory brain development, listening scenarios, auditory technologies, spoken language development, and intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk. The book is divided into two parts. Part I, Audiological and Technological Foundations of Auditory Brain Development, consists of the first five chapters that lay the foundation for brain-based listening and talking. These chapters include neurological development and discussions of ear anatomy and physiology, pathologies that cause hearing loss, audiologic testing of infants and children, and the latest in amplification technologies. Part II, Developmental, Family-Focused Instruction for Listening and Spoken Language Enrichment, includes the second five chapters on intervention: listening, talking, and communicating through the utilization of a developmental and preventative model that focuses on enriching the child's auditory brain centers. New to the Fourth Edition: * All technology information has been updated as has information about neurophysiology. * The reference list is exhaustive with the addition of the newest studies while maintaining seminal works about neurophysiology, technology, and listening and spoken language development. * New artwork throughout the book illustrates key concepts of family-focused listening and spoken language intervention. * A PluralPlus companion website with PowerPoint lecture slides for each chapter, plus relevant resource materials. This text is intended for undergraduate and graduate-level training programs for professionals who work with children who have hearing loss and their families. This fourth edition is also directly relevant for parents, Listening and Spoken Language Specialists (LSLS Cert. AVT and LSLS Cert. AVEd), speech-language pathologists, audiologists, early childhood instructors, and teachers. In addition, much of the information in Chapters 1 through 5, and also Chapter 7 can be helpful to individuals of all ages who experience hearing loss, especially to newly diagnosed adults, as a practical "owner's manual."

Get quick access to the most up-to-date information on cleft palate speech therapy with The Clinician's Guide to Treating Cleft Palate Speech, 2nd Edition. This textbook features an easy-to-use format - including many bulleted lists, tables, and illustrations - to give you instant access to the answers you need surrounding the effects of clefts and non-cleft velopharyngeal inadequacy (VPI) on communication development in children. Updated information includes new content on interprofessional team decision-making, along with the diagnosis and management of the resulting disorders. Brief summaries cover the effects of clefts and non-cleft velopharyngeal inadequacy on communication development in children. Quick-reference format includes bulleted lists, tables, and boxes for easy access to key information needed in day-to-day practice. Special tips boxes feature hints and additional clinical information from the authors, and other recognized experts in the field of cleft palate management. NEW! Additional video clips demonstrate a broad range of speech disorders in children, examples of instrumental and noninstrumental assessment approaches, and effective therapy techniques. NEW! Content on interprofessional team decision making reflects an important expanding movement in healthcare nationally and internationally, and will be threaded throughout the guide to ensure users understand the ethics, compentencies, and skills required to practice in an interdisciplinary setting.

Management of Swallowing and Feeding Disorders in Schools examines the most significant issues in swallowing and feeding facing school-based speech-language pathologists (SLPs). Topics addressed are unique to the school setting, ranging from organizing a team procedure in a district to serving children with complex medical issues, behavioral feeding disorders, and neurological feeding disorders. Ethical, legal, and cultural issues are also addressed.Many students exhibit the signs and symptoms of dysphagia, and children who were originally treated for dysphagia in hospitals and other settings often begin attending public schools at three years old. The difficulty they had with swallowing and feeding frequently follows them to the school setting. Further, there are many students who develop swallowing and feeding disorders as a result of traumatic brain injury, neurological disorders and syndromes, behavioral disorders, and so forth. The range of students needing services for swallowing and feeding disorders in the school setting can be from three to twenty-two years of age and from mild dysphagia to tube feeding.The identification and treatment of swallowing and feeding disorders in schools is relatively new. There are still many districts in the country and internationally that do not address the needs of children with dysphagia. As school-based SLPs take on the challenge of this population there is a need for information that is current, accurate, and thorough. University programs include very little training, if any, at this time in the area of swallowing and feeding in the school setting. This text is appropriate for both a dysphagia course as well as courses that train SLP students to work with school-aged students.

This is a study relating the neuroanatomical system to speech and language. It emphasizes speech language disorders associated with traumatic injuries, lesions, dementia and aphasia. The first section of the book describes the anatomy and some of the diseases of the nervous system. The author then discusses a range of aphasias, neurological disturbances associated with aphasia, the mechanisms and results of head injury and methods of identifying lesions. The book also investigates the effects of dementia and dysarthria on language and the speech mechanism, and discusses the various types of each of these disorders.

"Videofluoroscopic Review of Swallowing: Biomechanics, Physiology, and Pathology" is a full-length DVD that shows real-time videofluoroscopic swallowing study (VFSS) images of the normal swallow and abnormal swallows seen in a variety of disorders, ranging from neurological to structural. A full radiological narrative accompanies the X-ray image sequences displayed in the DVD to assist the viewer interpret the images and enhance his or her own learning of the biomechanics of swallowing. A VFSS is a modification of the standard barium swallow and enables the oropharyngeal, hypopharyngeal and proximal esophageal phases of swallowing to be functionally examined in fine detail. Visualizing the swallowing mechanism in action often assists in the diagnostic process and provides a baseline upon which the multidisciplinary team can create a treatment plan. However, simply reading a text or viewing static videofluoroscopic images does not facilitate full engagement of advanced learning of the technique, the different presenting disorders, and the potential swallowing modifications available to clinicians. It is essential that all professionals involved in the procedure demonstrate an enhanced knowledge and understanding of the interpretation of the VFSS, something which can only be achieved through real-time functional image interpretation. "Videofluoroscopic Review of Swallowing: Biomechanics, Physiology, and Pathology" is an essential tool for the development of crucial diagnostic and treatment skills of the entire multidisciplinary VFSS team.

The decision to write this book was taken by a group of practising speech therapists who worked with bilingually language handi capped children in the UK. They formed a professional interest group called the Specific Interest Group in Bilingualism because of the need felt by speech therapists to have some forum for discuss ing the challenges posed by the assessment and treatment of the bilingually language handicapped. In these regular discussion groups it became clear that similar experiences were encountered by all speech therapists working with these client populations up and down the country. They centred on managing the linguistic diversity, the need for develop mental language information, the need for appropriate assessment protocols, the recruitment of bilingual staff and appreciating the positive perspective of working in this field. In the UK the range of languages is extensive. Italian, Spanish, Portuguese, Greek, Turkish, Polish, Ukranian, Hong Kong Chinese, Vietnamese Chinese, Creole, Black English, Bengali, Gujerati and Panjabi cover the main ethnolinguistic groups. In the 1987 ILEA language census over 140 languages were recorded as being spoken in London."

The newest title in the series Survivor Stories, this book tells the story of Paul Allen, a photographer who likes opera and was a good baritone singer. At the age of 56 he sustained a stroke that left him paralysed and speechless. He has Locked-In Syndrome (LIS), a rare consequence of brain damage. Although Paul is fully conscious and his cognitive abilities are intact, he is unable to move or speak due to the paralysis of nearly all his voluntary muscles. However, Paul is keen to communicate and through his eye movements he tells his story, from his early life, career, singing and other interests, to the details of his stroke and the effects it has had on his life. The book also includes contributions from Paul's wife Liz, who tells the story from her point of view, along with Paul's physiotherapists, occupational therapists, speech therapists, psychologists and others from the Raphael Hospital who have assisted in Paul's rehabilitation. In telling of his frustrations, his successes, his views on life and how he sees his future, Paul raises awareness of the quality of life possible for those with LIS. Combining scientific knowledge with personal narrative, this unique and optimistic book is of huge importance to any professional involved in the care of someone with a brain injury, and to the individuals and families touched by LIS.

Effective Augmentative and Alternative Communication Practices provides a user-friendly handbook for any school-based practitioner, whether you are a special education teacher, an augmentative and alternative communication (AAC) consultant, assistive technology consultant, speech language pathologist, or occupational therapist. This highly practical book translates the AAC research into practice and explains the importance of the use of AAC strategies across settings. The handbook also provides school-based practitioners with resources to be used during the assessment, planning, and instructional process.

Profiling has been acknowledged as a major contribution to the treatment of language disorder. First developed with reference to grammatical disability, profiling is extended in this book to cover segmental phonology, prosody and semantics. The book also includes a revised version of the grammatical profiling procedure, LARSP.

For this second edition of the book all the existing material has been updated. In addition there is a new chapter, entitled "Putting Profiles into Practice," which contains extracts from case studies and several guidelines for teaching and therapy.

Learning to assess speech and language disorders and write diagnostic reports may be an overwhelming experience, especially when most texts don't cover both topics at once. With that in mind, A Guide to Clinical Assessment and Professional Report Writing in Speech-Language Pathology, Second Edition combines the latest assessment protocols and diagnostic techniques with vital diagnostic report writing tools into a single definitive guide. Cyndi Stein-Rubin, Renee Fabus, and their contributors recognize that clinical assessment is inextricably linked to report writing and have updated this Second Edition to synthesize the two. Following the introductory chapters, which discuss the basics of assessment and report writing, each subsequent chapter focuses on a particular disorder, provides in-depth assessment tools, and presents a corresponding sample report. Key Features: An inventory and explanation of formal and informal assessment measures A glossary of key vocabulary Sample case histories with assessment tools Relevant and useful interview questions Each disorder's background and characteristics Assessment parameters A differential diagnosis section A model report Instructors in educational settings can visit www.efacultylounge.com for additional material to be used in the classroom. The accessible format of A Guide to Clinical Assessment and Professional Report Writing in Speech-Language Pathology, Second Edition will help students learn how to assess and document speech and language disorders and will also make for a perfect reference for them as clinicians for years to come.

"Clinical Sociolinguistics" examines how sociolinguistic research paradigms can be applied to assessment, diagnosis and treatment in the clinical situation.
fills gap in the literature for speech-language pathologists by addressing how sociolinguistic research paradigms can be applied to assessment, diagnosis and treatment in the clinical situation
collects newly commissioned articles written by top scholars in the field
includes chapters that outline findings from sociolinguistic research over the last 40 years and point to the relevance of such findings for practicing speech-language pathologists
discusses topics including bilingualism, code-switching, language planning, and African-American English

Reading and writing skills were once confined to only a few people. Today, a person facing problems with acquiring literacy skills will run the risk of being excluded from fully participating in society. New information tends to imply even more demands on mastering reading and writing than ever before. Dyslexia was used early as a descriptive term for characterising problems of reading and writing. Since the introduction of the term, research has made impressive progress and interdisciplinary fields have been created including social studies, behavioural studies, biology, education and remediation. Above all, dyslexia research has taken a step from being descriptive to suggesting theoretical models for explaining the empirical phenomena observed. This book presents contributions from some of the world leading researchers on these issues in honour of one of the main scholars in the field, Professor Ingvar Lundberg.

In this volume the authors combine two clinically-oriented approaches to language disorder. The clinical aspects of aphasia syndromes are stressed but the authors also review assessment techniques, linguistic analyses, problems of aphasia classification, and frequently occuring related disorders such as alexia, agraphia and acalculia. In addition, commonly encountered speech disorders, neurobehavioral and psychiatric problems commonly associated with apasia, and the language characteristics of aging and dementia reviewed. A neural basis is proposed for aphasia and related problems. Finally, aspects of rehabilitation and recovery are presented.

Relationships are built through dialogue - through exploring heartfelt questions that lead to liberating personal insights. This book shows how such dialogue can transform relationships and build community. However, true meeting and healing conversations take effort. Encounter involves light and dark. Relationships bring out sympathy and antipathy. In an age of digital communications and internet-based encounters - when alienation and loneliness are very real issues - this new edition of Margarete van den Brink's classic work is more vital than ever. The process of inner development - leading ultimately to the unification of the human self with its higher, spiritual being - involves a transformation in our everyday selves. In this act of initiation, the art of conversation plays a central role. The words which people speak to each other contain a force that can work in an invigorating and life-enhancing way. This force - which can be more precious than light itself - is the highest creative principle, the Word referred to in the Gospel of St John, which created everything that exists. Informed by the insights of anthroposophy, More Precious than Light indicates the path towards the spirit and the lost power of the Word, transforming relationships and building community. True encounter can only be fostered through building real connections with our fellow human beings.

The book focuses on the interaction of persons with autism spectrum disorder (ASD). ASD is a neurobiological developmental disorder, characterized by problems with social interaction, over-sensitivity to sensory stimuli and restricted interest (APA 2013). Problems with social interaction being a core feature of ASD, there is a scientific and a societal need for a book focusing on this topic. The book approaches the interaction of persons with ASD from a new angle. Firstly, where most studies on ASD are based on data coming from experimental settings, this book is based on naturally occurring data coming from group therapy sessions where 11-13-year-old Finnish- and French-speaking boys with ASD talk with each other and with their therapists. Secondly, the book treats a variety of themes that have so far been studied much less than, for example, the pragmatic problems of persons with ASD. These themes include the following aspects: speech prosody (characteristic features, perception of atypicality by neurotypical listeners), disfluencies of speech (comparison with neurotypical controls), comprehension problems (role of prosody, role of disfluencies, other causes), gaze behavior (eye contact avoidance strategies, using gaze as a source of feedback) as well as therapists' response strategies and teaching orientations. The book is intended for researchers working in the field of autism, professionals working with persons with ASD as well as for families of persons with ASD.

Emphasis is given to practical skills such as the ability to interpret audiograms to support therapy and referral decisions, and the subjective checking and troubleshooting of hearing aids. Symbols and terms appropriate to UK, Australian and USA clinicians are given throughout.

Assessment of Communication Disorders in Adults: Resources and Protocols, Third Edition offers a unique combination of scholarly information, invaluable resources, and time-saving protocols on assessment of communication disorders in adults. Most resource books offer limited research and scholarly information, thus making them unsuitable as textbooks for academic courses on assessment and diagnosis. Similarly, most traditional textbooks do not include practical, easy-to-use, and time-saving resources and protocols that the practicing clinicians can readily use during assessment sessions. By combining the strengths of traditional textbooks with newer assessment resources and protocols, this one-of-a-kind book offers a single, comprehensive source that is suitable as a textbook and useful as a practical clinical resource. This bestselling and trusted text Covers the full range of communication disorders in adults, from aphasia to voice disorders Gives a comprehensive outline of basic assessment procedures Provides a set of protocols that are necessary to assess any communication disorder in adults Addresses the multicultural issues in assessing communication disorders in adults and offers an integrated assessment approach that includes the most desirable features of the traditional and several alternative approaches Contains two chapters for each disorder: one on resources that offers scholarly and research background on the disorder and one on resources that describe practical procedures and protocols that save preparation time and effort for the clinician Includes access to a PluralPlus companion website containing the assessment protocols that can be viewed, customized, and printed by instructors, students, and clinicians New to the Third Edition Expanded emphasis and specific guidelines on making a correct differential diagnosis Latest research on the characteristics of disorders of communication in adults Review of recent trends on diagnostic assessment with critical recommendations for students and clinicians Updated epidemiological research on communication disorders Revised to offer more succinct information on assessment tools and diagnostic criteria The latest standardized and informal assessment instruments Student-friendly, step-by-step instructions on how to conduct initial interviews and share final assessment results with patients in each protocol chapter Updated web links for key assessment materials mentioned in the text