Tinnitus and sound disorder case studies provide invaluable guidance on enhancing quality and scope of patient care Tinnitus affects nearly one in 10 people around the world and tinnitus-related disabilities are considered among the most common chronic conditions reported. Historically, many patients with these conditions have been ignored, misunderstood, or misguided by medical, audiological, and/or online communities. Tinnitus and Sound Sensitivity Casebook by renowned audiologists and educators Suzanne H. Kimball and Marc Fagelson provides evidence-based strategies for clinical management of patients with tinnitus as well as sound intolerance disorders, based on a diverse array of case studies drawn from clinics. The book is divided into three sections and 29 chapters, with insightful clinical pearls from 24 multidisciplinary authors. The first section includes 15 cases on a full spectrum of underlying medical conditions, patterns of occurrence, and tinnitus with normal hearing, followed by two cases covering hyperacusis associated with an acoustic shock and diplacusis. Section two details psychological correlates for tinnitus and disorders of sound intolerance, with practical treatment strategies and coping skills for misophonia, fear hyperacusis, hyponatremia, pediatric cases, psychogenic tinnitus and dizziness, and PTSD. The final section, "Additional Considerations," includes two areas of practice currently growing in importance: patients with COVID who notice hearing changes and the co-occurrence of sound intolerance with normal pure-tone thresholds. Key Highlights Background, references, and examples of specific conditions and interventions support audiology's scope while providing options for the practitioner who works with an otherwise underserved patient population Each case study demonstrates the complexity of audiologic rehabilitation associated with tinnitus and disorders of sound tolerance, including challenging and unsuccessful outcomes Clinical history, test results, diagnosis, outcomes, questions, answers, items to support both patient and clinician self-efficacy, and key points enhance acquisition of knowledge, while encouraging problem-solving skills This is an important textbook for every graduate course in the area of clinical audiologic practice that addresses patient management related to tinnitus and sound tolerance. It is also a must-have reference for practicing clinicians to improve management and outcomes of patients with tinnitus, hyperacusis, and misophonia. This book includes complimentary access to a digital copy on https://medone.thieme.com.

Spot What's Different Language Cards are designed to promote language skills through understanding the concept of 'different'. Comprising of 48 large flashcards, each pair of scenes includes one card showing the original scene and another with either one, two, three or four things changed. The differences between each pair of cards have to be both identified and explained and the different levels of difficulty encourage a child's progress in simple stages. The cards are brightly coloured with appealing illustrations for young children, showing scenes such as the seaside, jungle, snow, farm, house and countryside. The second edition includes updated illustrations and additional guidance for non-specialists on how to use the cards in different ways to encourage a child's observation, attention and expressive language development in response to 'wh' questions. These fun and easy to use cards are ideal for anyone working with young children to develop their vocabulary, verbal understanding and listening skills. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.

Psychoacoustics: Perception of Normal and Impaired Hearing with Audiology Applications provides an overview of the field of psychoacoustics, with a primary focus on auditory perception. The influence of hearing loss on these general auditory abilities is discussed in every chapter. Components of the book also include the role of psychoacoustics in audiological assessment and treatment. Psychoacoustics is ideal for graduate students in audiology, who intend a clinical career and need an understanding of both normal and impaired auditory perception. It is intended to give students sufficient information to understand how the ear achieves auditory perception, what the capabilities of the ear are, and how hearing loss influences that perception. It also provides students with a foundation for further study in the area and to apply psychoacoustic principles to diagnostic audiology and audiological rehabilitation. Each chapter presents self-contained information related to the acoustics, physiology, and methodologies as they apply to the topic being discussed. Chapters include the following: introduction; relevant acoustics; important physiological studies; perception by normal-hearing listeners; and, perception by listeners who have sensorineural hearing loss. The final chapter discusses clinical implications of deficits in perceptual abilities by listeners with sensorineural hearing loss. Because psychoacoustics is intimately integrated into clinical audiology, this chapter also includes a discussion of many of the clinical tests and practices that have evolved directly from psychoacoustic experimentation. Key Features: *Learning objectives and summaries begin and end each chapter to convey the goals of the text and review student comprehension. *Each chapter contains a set of exercises designed to develop critical thinking about psychoacoustics. *The text emphasizes applied learning for more effective and efficient learning of the material. *A PluralPlus companion website contains PowerPoint lecture slides, and lab exercises and demonstrations so students may develop their understanding of psychoacoustic topics and instructors can facilitate that learning.

For clinicians treating swallowing disorders in the stroke population, this book provides practical information, bridging the gap between academic and clinical practice with up-to-date research and clinical case examples throughout. In addition to a thorough overview of dysphagia diagnosis and management, this text focuses heavily on evaluation and management of stroke. Key topics include neural underpinnings of normal and disordered swallowing, swallowing screening, the clinical swallowing examination including cough reflex testing, the expanding array of instrumental swallowing modalities, and the rehabilitation of swallowing including strength training, non-invasive brain stimulation, and skill training. While geared toward practicing clinicians, ''Dysphagia Following Stroke'' is also useful for students in professional training programs. New to the Third Edition: *A third author, Kristin Gozdzikowska, bring a fresh perspective as a young clinician and researcher with particular expertise in high resolution manometry and various cutting-edge treatment techniques *Updated chapters on assessment to include new and emerging instrumental technologies, including high resolution manometry, impedance, and ultrasound *Updated chapters on management to include the newly described International Dysphagia Diet Standardization Initiative *New and expanded framework for rehabilitation, with a shift from peripherally focused rehabilitation to neuromodulation of cortical swallowing control *New and updated research and trends in clinical practice throughout *Access to a PluralPlus companion site with videos and clinical forms This thoroughly updated and enhanced edition of ''Dysphagia Following Stroke'' is sure to remain a valued resource for clinicians working with stroke patients in all settings.

This work deals with the effect of hearing development - impaired and normal - on the child's acquisition of language skills. Emphasis is placed on the importance of the early educational and social management of the hearing-impaired child.

This book is a comprehensive yet succinct overview of research on prosodic development, uniting phonetic, phonological, and clinical approaches to the topic. It brings together diverse research findings on prosodic perception, prosodic production, the development of prosodic structure, and prosodic disorders in clinical populations. The book is written for advanced undergraduate students, graduate students, as well as for professionals and scholars working in linguistics, child language development, psychology, or related disciplines. It also introduces the reader to important related themes in speech perception research such as prosodic bootstrapping and word segmentation. Included in this first part is a discussion of the production of prosody during the pre-linguistic and early linguistic periods, with a focus on central topics such as ambient language effects and differentiation of prosody according to pragmatic function. In this part is where the discussion of the development of individual prosodic systems such as stress, timing, intonation, and tone are discussed. This book also deals with clinical aspects of prosody such as the assessment of prosody and atypical prosody in clinical conditions such as autistic spectrum disorder, childhood apraxia of speech, specific language impairment, and hearing impairment. The book's cross-linguistic approach is documented through numerous examples and illustrations. Chapter summaries, relevant sidebar topics, and a list of key terms make the book highly readable and accessible.

Even if the ophthalmological aspects of developmental dyslexia are generally considered negligible in comparison to the cognitive and phonological ones, a growing body of evidence suggests in many patients the presence of deficiencies related to a neuronal sub-population along the visual pathway. Still, even in the limited area of neuro-ophtalmological research, there is no general agreement on the mechanisms underlying reading impairment and on how the aetiological element determines the phenotype, that is to say the typical symptomatology. Nevertheless, the spatial and temporal vision in dyslexics seem to be defective. The purpose of this work is to report in a critical way the state of the art visual research in developmental dyslexia, without considering the aspects that go beyond our competence. In the second part of the treatise, the personal approach to the visuoperceptive impairment in this clinical condition is phenomenological rather than aetiological: it investigates the problem from the perceptive symptoms and signs rather than from the causal hypothesis and from the anatomofunctional demonstration. Without claiming to exhaust the subject, we have pursued a triple aim: trying to shed light on one of the most debated and controversial questions, providing a rigorous and comprehensive overview on the current acquisitions, and, why not, offering some cues to those who intend to contribute to solve this problem.

Listening and Spoken Language Therapy for Children With Hearing Loss: A Practical Auditory-Based Guide is a well-organized and practical textbook based on a proven spoken language, speech, and listening model for teaching children with hearing loss. Supported by decades of research and experience, the stage-based model is presented with clear steps for intervention. Written in easy-to-understand language, this textbook is accessible to university students who are new to the field of hearing loss, as well as to new and experienced professionals. It is a highly applicable tool for providing auditory-based therapy which supports professionals to empower parents and caregivers. The stages emphasized in this textbook are developmental in nature, starting with the prelinguistic level and ending with advanced communication. Unlike the traditional age approach, this unique system can address any child regardless of age intervention. Operating based on the understanding that language is acquired through meaningful social interaction, the "stages not ages" system can be used for late starters, English learners, and children with additional disabilities. Key Features A color-coding system for the model and a consistent presentation of content and tables provide clarity and a streamlined experience A comprehensive case study for each stage puts the approach into context Easy-to-use resources, in the form of tables and handouts for parents, give professionals ready-made tools for working with families Explanations of proven strategies, including speech acoustics applications, Rainbow audiogram, e=mc2, Activities of Daily Living (ADL) theory, cookie dough theory, three-act play, and the dangling carrot A deep conversation about the role of culture provides a uniting thread throughout the text A PluralPlus companion website with PowerPoint lecture slides and exams for instructors and videos, handouts, learning activities, and discussion questions for students and professionals

Who's Afraid of AAC? is a clear and concise guide to Augmentative and Alternative Communication (AAC) in the UK and will be an essential resource for all Speech and Language Therapists, educators, parents and carers supporting children with non-verbal communication. This book sets out to demystify AAC by demonstrating that you already have the skills necessary to use AAC successfully. Key features include: an overview of the different types of AAC analysis of the best available approaches tools to give you the context you need to make specific recommendations and choices thorough sections on different settings including Home, Early Years, Primary, Secondary and Special Schools so that guidance is relevant to individual needs numerous practical examples, templates and activities to help you implement AAC in all settings summaries of recent research and hot topics including eye-gaze technology, using AAC in exams, and internet safety so that you have the most up-to-date guidance at your fingertips. Created by a Speech and Language Therapist who specialises in AAC training for therapists, educators, and individuals with communication needs, as well as parents and carers, this is the only book of its kind written for a UK audience.

Clinical Neuroscience for Communication Disorders: Neuroanatomy and Neurophysiology offers a comprehensive and easy-to-understand introduction to neuroscience for undergraduates and beginning graduate students in the field of communication disorders. Packed with features to aid student understanding, this textbook introduces the neurologic underpinnings of systems involved in communication (speech, language, cognition, and hearing) and swallowing, from the nervous system to the anatomy of the head and neck. A highly readable writing style makes abstract and complex material accessible to students and provides just the right amount of information to challenge yet not overwhelm students. What sets this book apart is the extensive infusion of clinical application. Each chapter begins by tying the content to the everyday clinical applications for speech-language pathologists, audiologists, and related professionals and includes clinical cases to illustrate neural functions. In addition to coverage of the main systems, this text contains chapters devoted to neuroplasticity, communication, and cognition to move beyond basic anatomy to the key principles of contemporary neuroscience and application of the concepts discussed. Addiitonally, explicit connections are drawn between cranial nerves, the oral mechanism examination, and clinicall swallowing assessment. The clinical cases cover a variety of both pediatric and adult scenarios designed to highlight the interconnectedness of neural systems and the complexity of neurologically-based communication disorders. The cases span the breadth of clinical practice-developmental and acquired disorders, pediatric and adult cases, and disorders of speech, language, cognition, and hearing-and are cross-referenced with each of the other chapters for improved understanding. Key Features More than 150 customized illustrations solidify connections between anatomy and physiology Clinical cases throughout the text and expanded versions of the cases in a stand-alone chapter illustrate clinical relevance of neuroanatomy and neurophysiology Bolded keywords highlight foundational concepts and terminology Boxes throughout the text offer an opportunity for applying learning through applications, exercises, glossaries of key terms, and clinical cases End-of-chapter summaries provide an overview of the key concepts within the chapter in plain language A bulleted list of key concepts concludes each chapter to reinforce learning outcomes References and further reading augment student learning A PluralPlus companion website with PowerPoint lecture slides for instructors and case studies, lists of recommended reading and websites, and links to related videos for students Each chapter begins by tying the content to the everyday clinical applications for speech-language pathologists, audiologists, and related professionals and includes clinical cases to illustrate neural functions. In addition to coverage of the main systems, this text contains chapters devoted to neuroplasticity and communication and cognition to move beyond basic anatomy to the key principles of contemporary neuroscience and application of the concepts discussed. A clinical cases chapter includes a variety of both pediatric and adult cases designed to stimulate clinical thinking and tie together neural function with communicative abilities. The clinical cases chapter is cross referenced with each of the other chapters to support those connections. Key Features: *Customized illustrations solidify connections between anatomy and physiology *An initial paragraph on clinical application sets up each chapter in context *Bolded keywords throughout the text highlight foundational concepts and terminology *Boxes throughout the text offer an opportunity for applying learning, through applications, exercises, glossaries of key terms, and clinical cases *Clinical cases in the chapters illustrate key concepts. Expanded versions of these cases are provided in a stand-alone chapter to highlight the interconnectedness of neural systems and the complexity of neurologically-based communication disorders *Clinical cases span the breadth of clinical practice including developmental and acquired disorders, pediatric and adult cases, and disorders of speech, language, cognition, swallowing, and hearing. *End-of-chapter summaries provide an overview of the key concepts within the chapter in plain language *A numbered list of key concepts concludes each chapter to reinforce learning outcomes *References and further reading augment student learning *A PluralPlus companion website with PowerPoint lecture slides for instructors and case studies, lists of recommended reading and websites, and links to related videos for students

The Practitioner's Path in Speech-Language Pathology: The Art of School-Based Practice bridges the gap between theory and practice, evidence-based practice and practice-based evidence, and the science and artistry of speech-language pathology. This book takes a critical look at areas related to wellness, professional development, and growth that can impact the personal self along with the professional self. It examines each area through an overview of inter-disciplinary research in addition to personal narratives illustrating key principles and strategies and offers the reader a professionally balanced perspective.The first section of the book helps us understand the importance of building a foundation for our clinical path through a discussion about scientific and evidence-based principles, different types of knowledge systems, and development of wisdom. The second section of the book helps us understand the importance of supporting our foundation through an introduction to reflection, counsel and care, balance and harmony, growth and detachment. The third section of the book includes chapters that serve as pillars of practice: organizational frameworks, materials and activities, measuring progress, best practices, and the importance of community. The fourth and final section of the book highlights shared vision, clinical expertise, emotional intelligence, leadership trends, the scholarship of teaching and learning, and research dissemination.This book challenges us to consider our own perceptions about the explicit nature of professional practice, and facilitates the development of four attitudes that can have a profound impact on both clinical success and professional satisfaction: "a scientific attitude", "a therapeutic attitude", "a professional attitude", and "a leadership attitude". It contains a blend of clinical evidence and research, practitioner views, common sense, philosophical stances, and historical overviews. "The Practitioner's Path in Speech-Language Pathology" is designed for students and practitioners who are actively involved with the process of knowledge acquisition, and targets issues we encounter along our path to becoming reflective practitioners, as they relate to the excellence behind and scholarship within teaching and learning.

This text provides teachers, speech-language pathologists, and others working with young children with methods for providing systematic and engaging literacy instruction. The approaches it treats are evidence based, being examined and refined by classroom implementation. They cover the array of important early literacy and language skills, both print based and meaning based (phonological awareness, print awareness and letter knowledge, story comprehension and vocabulary, and oral and written language). In a casual style and tone, easily accessible to a wide variety of readers, each chapter presents underlying research, applied principles, and illustrations of a variety of contexts and activities for instructional purposes. Ideas for school-home connections are included as well.While there are a number of texts that focus on emergent and early literacy curriculum (defining curricular components and developmental progression), assessment, and instructional delivery models, this book contains innovative content not found elsewhere, including: Strategies and procedures for coordinating class-wide literacy instruction and activities with supplemental literacy services provided by support personnel Specific ways to use paraeducators and parent or community volunteers to increase instructional opportunities Procedures for conducting effective professional development Integrated arts curriculum and procedures Mechanisms for embedding literacy learning in all classroom contexts with varied participant structures in order to provide intense and frequent opportunities for children to practice literacy skills Primarily targeted at early childhood educators and speech-language pathologists at preservice and practicing professional levels, the content will also be relevant to any education professionals involved with literacy instruction in early childhood settings, including reading specialists, special educators, and teachers of English as a second language. The book is also appropriate for undergraduate or graduate level classes dealing with early language and literacy instruction or with intervention in early childhood education, speech-language pathology, or special education programs.

The quintessential core textbook for audiology and speech-language pathology students Essentials of Audiology, Fifth Edition by renowned audiology and hearing science experts Stanley A. Gelfand and Lauren Calandruccio has been updated to incorporate advances and changes in the field of audiology that have occurred since the publication of the prior edition. These include advances in audiological diagnosis and intervention in such areas as electrophysiological assessment, pediatric evaluation, cochlear implants, speech perception, hearing aids, and related technologies. The text has also been updated to reflect revised clinical guidelines, expert position papers, current systematic reviews, and standards and regulations that affect clinical practice. In addition to the reader-friendly text for which the book is well-known, the new edition actively embraces diversity with features such as non-gendered language (e.g., singular they) and more inclusive photographs and drawings. This textbook provides a comprehensive overview of audiology at the introductory level with discussions on acoustics, anatomy and physiology, sound perception, auditory disorders and the nature of hearing impairment, methods of measurement, screening, clinical assessment, and clinical management. The book includes 17 chapters, starting with Acoustics and Sound Measurement and concluding with Effects of Noise and Hearing Conservation. As with the prior editions, the text is highly relevant and conducive to learning, thanks to the input of a distinguished group of audiologists involved in clinical practice, research, teaching, and student supervision, along with insightful advice from recent audiology students. Key Highlights Co-authored by renowned clinician-scientists, educators, and Fellows of the American Speech-Language-Hearing Association and the American Academy of Audiology Extensively updated and expanded content encompasses current standards and clinical guidelines State-of-the-art hearing science, audiology, and related disciplines provide a firm foundation for evidence-based audiological best practices Clear and informative classroom-tested illustrations, figures, tables, explanations, and examples enhance understanding This comprehensive introductory text is essential reading for undergraduate students of speech, language, and hearing and will also benefit first-level graduate students who need to learn or review fundamentals. This print book includes complimentary access to a digital copy on https: //medone.thieme.com.

"Phonetic Science for Clinical Practice" is designed to serve as an introductory, one-term textbook for undergraduate phonetics courses in communication sciences and disorders. The text begins by introducing the fundamental tool of transcription-the International Phonetic Alphabet-while also presenting the science underlying that set of symbols. The goal of this text is to teach students how to "think about" the data being transcribed-in other words, how to think like a phonetician.Every chapter begins with Learning Objectives and an Applied Science problem and question-a research- or clinical-based question that can be answered by applying the phonetic science concepts covered in that chapter. By the end of the chapter, students will revisit the question and be asked to solve the problem posed. Students studying communication sciences and disorders and practicing speech-language pathologists or audiologists will be more successful in their clinical work if they understand the science that underlies the tool of transcription. In each chapter there are also several diverse clinical examples to review the application of concepts covered." Phonetic Science for Clinical Practice" covers exactly what students (and clinical speech-language pathologists and audiologists) need to know to be effective speech-language pathologists and audiologists in any setting where an understanding of speech sounds is needed.Key Features:*Focused on practical, clinical application, and the information needed for clinical practice;*A PluralPlus companion website that features sound files for IPA symbols and particular words;*Did You Get It? comprehension checks on the material throughout each chapter;*Flashcards for phonetic transcription practice

This book brings together selected revised papers representing a multidisciplinary approach to language, music, and gesture, as well as their interaction. Among the number of multidisciplinary and comparative studies of the structure and organization of language and music, the presented book broadens the scope with the inclusion of gesture problems in the analyzed spectrum. A unique feature of the presented collection is that the papers, compiled in one volume, allow readers to see similarities and differences in gesture as an element of non-verbal communication and gesture as the main element of dance. In addition to enhancing the analysis, the data on the perception and comprehension of speech, music, and dance in regard to both their functioning in a natural situation and their reflection in various forms of performing arts makes this collection extremely useful for those who are interested in human cognitive abilities and performing skills. The book begins with a philosophical overview of recent neurophysiological studies reflecting the complexity of higher cognitive functions, which references the idea of the baroque style in art being neither linear nor stable. The following papers are allocated into 5 sections. The papers of the section "Language-Music-Gesture As Semiotic Systems" discuss the issues of symbolic and semiotic aspects of language, music, and gesture, including from the perspective of their notation. This is followed by the issues of "Language-Music-Gesture Onstage" and interaction within the idea of the "World as a Text." The papers of "Teaching Language and Music" present new teaching methods that take into account the interaction of all the cognitive systems examined. The papers of the last two sections focus on issues related primarily to language: The section "Verbalization Of Music And Gesture" considers the problem of describing musical text and non-verbal behavior with language, and papers in the final section "Emotions In Linguistics And Ai-Communication Systems" analyze the ways of expressing emotions in speech and the problems of organizing emotional communication with computer agents.

CHARGE syndrome occurs in approximately 1:10,000-15,000 births worldwide, is extremely complex, and has varied medical and physical manifestations. It was first described in 1979, named in 1981, and in 2004 a gene for CHARGE was identified. In addition to a host of other conditions, most individuals have communication-related problems, including hearing, vision, balance, breathing, swallowing, and speech. Each of the editors is an established expert on CHARGE syndrome and has received the highest award bestowed by the CHARGE Syndrome Foundation, the Star in CHARGE. They represent three different disciplines: clinical pediatrics, genetic counseling, and psychology. Additional information and studies on CHARGE have advanced to the degree that warrant a second edition of this book. As in the first edition, this book describes the sensory, physical, communicative, and behavioral findings in CHARGE. Authors include experts in the field, including a number from the CHARGE Center at Cincinnati Children's Hospital Medical Center. New to the Second Edition Co-Editor, Kim Blake, MD A chapter on Educational issues has been added. Reorganized for a greater flow of information. All chapters have been revised and updated. References have been completly updated. More images and illustrations. A PluralPlus companion website with videos and downloadable versions of the checklists described in the book

Brain imaging and neurophysiological methods have been rapidly developed. The purpose of this book is to describe hearing problems which are caused by various kinds of brain diseases in central auditory pathway. Each topic is explained to use a lot of figures such as brain imaging and neurophysiological data comparing with neuropsychological tests. Readers will understand what happens in patients, when bilateral auditory nerve and auditory cortex are damaged in patients. Some patients can hear but cannot discriminate meanings of speech, music and environmental sounds. The author tries to explain why such a difference occurs.

Development of Dyslexia and Other SpLDs is the fourth book in the series Living Confidently with Specific Learning Difficulties (SpLDs). This book is about the persistence of dyslexia and specific learning difficulties (SpLD) into adulthood. It pulls together experiences of many dyslexic/SpLD people. The book is written with non-linear readers in mind: those who need to move about a book picking up ideas that are currently relevant to them; a style that suits many dyslexic/SpLD readers. The book gives a framework for understanding the wide-ranging experiences of dyslexic/SpLD adults. With the greater understanding, there should be better help for: * adults who still have no strategies for dealing with dyslexic/ SpLD problems * children who have some skills but not at the level of their overall intelligence * young children who show the first signs of difficulties * dyslexic/SpLD children in mainstream schools. A new paradigm is proposed whereby all teaching programmes utilise each learner's learning strengths - catering for dyslexic and SpLD adults and children involves vital teaching and learning approaches that are good practice for all.

''Dysphagia Assessment and Treatment Planning: A Team Approach, Fourth Edition'' is ideal for graduate dysphagia courses in speech-language pathology programs. The unique value of this book is the multidisciplinary approach it presents. Too often, speech-language pathologists function clinically with insufficient interaction with, or understanding of, the roles of other professionals involved with their patients. This text incorporates information pertinent to the roles, tools, and views of a multidisciplinary dysphagia team, including physicians, speech pathologists, nurse specialists, and dieticians, that work together on a daily basis. In this fourth edition the organization has changed, with chapters concerned with assessment techniques coming first, and material addressing special populations comprising the latter portion of the text. This reflects what is likely a more typical approach to dysphagia in graduate courses concerned with the topic, and one that complements teaching of the subject matter. Updates to the Fourth Edition include: *The treatment chapter (Ch. 10) has been updated to reflect the current status of therapeutic approaches previously considered in treating dysphagic patients. *Chapters dealing with nursing (Ch. 11) and nutrition (Ch. 12) have been updated to incorporate the latest recommendations in nursing care and dietary considerations for patients experiencing dysphagia. *The pediatrics chapter (Ch. 13) has been expanded to address specific problems and needs not only of infants, but also the entire spectrum of childhood. *A chapter devoted to the esophagus (Ch. 14) addresses new information on the management of esophageal disorders, including the novel double-balloon dilation of the UES, and a device for manually opening the upper esophagus. *Chapters addressing special populations, including neurogenic disease (Ch. 15) and head and neck cancer (Ch. 16), incorporate the latest information regarding dysphagia and approaches to treatment pertinent to each group. *A brand-new addition to the book is Ch. 18 which addresses dysphagia associated with alterations to the spine as a consequence of either disease or surgery. *A major new inclusion in the current edition are materials utilizing a new software program, called "Swallowtail," that permits the all-in-one measurement, display and storage of timing, displacement and other measures from fluoroscopic studies. ''Dysphagia Assessment and Treatment Planning'' comes with a PluralPlus companion website that includes videos of patient studies which were selected to represent impairments typically observed in clinical practice (inpatient and outpatient). Other media clips illustrate each instrumental assessment technique introduced in the book (e.g., endoscopic, transnasal esophagoscopy, high resolution manometry), performed on a variety of dysphagic patients. Also available is a separate companion workbook, ''Dysphagia Assessment and Treatment Planning Workbook, Fourth Edition'', that includes practical exercises accompanying each chapter. The exercises are designed to clarify and expand on information presented in the text and should be of interest not only to students but to practicing clinicians hoping to add new skills to their repertoires. The workbook has been thoroughly updated to reflect the new organization and content of the textbook.

The book offers a comprehensive approach to the assessment and treatment of disturbances in facial expression, oral movement, swallowing, breathing, voice and speech production caused by developmental and acquired neurological conditions. The principles outlined are used in patients with different etiologies (e.g. stroke, tumors, traumas). F.O.T. T., developed by Kay Coombes, is a hands-on approach based on an understanding of neurological functions and the way we learn from experience. The approach aims to give the patient experience of physiological posture and movement using facial-oral functions in normal activities of daily living (ADL). Rather than mere "exercises", F.O.T.T involves meaningful activities aiming to promote participation, according to ICF criteria. Four main areas are covered: nutrition, oral hygiene, nonverbal communication and speech. Each chapter summarises the problems of severely ill patients and shows the clinical reasoning behind the solutions offered. Separate chapters discuss tracheostomy management and the training of the carers involved, including relatives. The chapter authors are experienced specialists (physio-, occupational- and speech-language therapists and physicians), whose contributions aim to provide interdisciplinary perspectives and translate latest research into clinical practice.

This book synthesizes research on language development and communication disability in Sub-Saharan Africa and highlights best practices for providing speech and language therapy services to individuals with language, communication, and hearing disorders across the lifespan. The book brings together a wide range of international contributions from various disciplines, such as speech-language pathology, audiology, developmental psychology, language education, social work, neurology, neuropsychology, pediatrics, linguistics, pedagogy, and phonetics to provide perspectives on problems, challenges, ideas, concepts, and models to serve the people in Sub-Saharan Africa. Key areas of coverage include: Challenges for speech-language therapists in the health sector. Community awareness and the sustainable delivery of services. Culture-specific support of communication and language development in early childhood. Malnutrition, dysphagia, feeding difficulties, pediatric HIV, and related issues. Communication disability treatments, including assessment and intervention, augmentative and alternative communication (AAC), and issues specific to bilingualism and biliteracy. Inclusive education of children with communication disorders with case studies from Rwanda, Tanzania, Kenya, and South Africa. The Handbook of Speech-Language Therapy in Sub-Saharan Africa is an essential reference for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in developmental psychology, speech-language pathology and therapy, social work, neuropsychology, pediatrics, special education, community based rehabilitation, and all related disciplines.

This edition has been extensively rewritten in order to reflect the changes in clinical practice and learning methods which have taken place since the 5th edition was published. The seventeen chapters are divided into three sections: normal voice, descriptions of the various types of voice disorders, and the methods of treating abnormal voice.

A profile summary of each voice disorder is provided for easy reference and comparison, and tables are used throughout the text. New laryngeal images and electroglottographic interpretations have also been included.

The current emphasis on evidence-based practice is addressed in the review and descriptions of intervention strategies used in voice therapy.

The Visual Brain and Peripheral Reading and Writing Disorders: A Guide to Visual System Dysfunction for Speech-Language Pathologists familiarizes the reader with the complex workings of the human visual system, the motor and sensory components of normal vision as they relate to the recognition of letters and words, and to the acquisition and rehabilitation of reading and writing. This text brings together findings from the neuropsychological, neurooptometric, neurolinguistic, occupational therapy, and speech-language pathology literature on acquired visual system impairment from the past 20 years, and the ways visual system dysfunction impacts reading, writing, and cognition. Chapters Include: Review of structural elements of the eye, the cortical and subcortical structures of the visual brain, and the motor and sensory components of normal vision The distinct functions of the three primary visual pathways (central, peripheral and retinotectal) and how they relate to reading and writing Review of five formal tests of reading and writing that are designed or may be adapted to assess peripheral reading and writing disorders And much more! A few of the features inside: Figures illustrating the various components of the visual brain that are engaged when we read and write Information on visual system deficits in left hemisphere lesions with and without aphasia Detailed descriptions of peripheral reading disorders and associated error patterns Diagnostic criteria for three different types of neglect (viewer-centered, stimulus-centered, object-centered) Description of treatment materials and methods suited to clients with acquired dyslexia due to visual system dysfunction The Visual Brain and Peripheral Reading and Writing Disorders explains the heterogenous nature of peripheral reading and writing disorders, describes the association between visual motor and sensory dysfunction and the acquired dyslexias, and provides the speech-language pathologist with specific guidelines regarding the assessment and treatment of reading and writing disorders associated with visual system dysfunction.

Help children develop language and verbal functions with the help
of Douglas Greer and Denise Ross! "This is definitely a book I will be purchasing for my professional use. I supervise student teachers in home-based programs as well as school programs and this book will be a perfect fit for the program implementation we currently present. Greer and Ross have produced an excellent accumulation of research compilation, assessment and program descriptions for implementation by professionals training and working with autistic children and adults." -Dr. Irfa Karmali, Shelby Residential and Vocational Services "Overall, a very technically accurate book and one well suited to accompany a practicum component in verbal behavior. Very comprehensive and [does] a good job of covering most questions, concerns and issues [for] training others to implement verbal behavior strategies. I thoroughly enjoyed reading it." -Janet Goodman, University of West Georgia Responding to the overwhelming demand for effective language development tools for children with no language and severe language delays related to autism and other disabilities, Douglas Greer and Denise Ross present newly identified methods to assist teachers and parents in their efforts to provide verbal capabilities to children. In their book "Verbal Behavior Analysis," Doug and Denise describe how to help children produce novel and spontaneous verbal functions, acquire language incidentally, and become socially verbal. They carefully integrate the latest research, including many new findings, and present readers with a clear outline of the current state of the science of verbal behavior and its application to children with real needs.Behavior analysts, parents, and teachers will find the procedures applicable to all forms of language (signs, pictures, and voice-generating devices) while maintaining a strong emphasis on the vocal production of a child's speech.

• Describes how to teach children to be literate listeners, reducing the number of instructional times required to teach basic skills from four to ten times. (Chapter 3).
• Presents the necessary procedures to teach children to become observational learners. (Chapter 5 and 7).
• Offers practitioners methods for teaching children to acquire novel language and language usage incidentally, allowing children to expand their language without direct instruction. (Chapters 3, 5, and 6).
• Demonstrates helping children to move from emergent speakers to readers, and learn to enjoy books in free time, and to read. (Chapter 6).
• Introduces a verbal developmental scheme to guide instruction and aid practitioners in determining which children need particular interventions and when they need them, along with alternative tactics and strategies for solving learning problems. (Chapters 2 and 7).

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.