This volume encompasses the work of aphasiologists from 12 different countries. Each author describes the current status of aphasia therapy in their country and describes the methodology they employ for assessment and treatment. Despite the different languages and health care settings and policies, the assessment and treatment information is applicable to all clinicians working with aphasic patients. Readers will find approaches stemming from the authors' diverse backgrounds in linguistics, neurology, psycholinguistics and neuropsychology.

Packed with advice, checklists and templates this book will help you improve your study skills throughout your time at university. Written in a straightforward, no nonsense style the guidance given in this book can be broken down into manageable chunks allowing you to work at your own pace.

Issues covered include:

"Procrastination

"Planning your assignment

"Understanding your assignment question

"Researching your assignment

"Writing your assignment

"Referencing your assignment

"Managing your own well-being.

Drawing on years of experience running study skills workshops, Monica Gribben has written this book to be as accessible as possible for students with dyslexia as they work through the many challenges that studying at university will present.

Features and materials include:

"Helpful Hints

"Timetable cards

"Assignment checklists

"Frequently Asked Questions

"Exercises to help students develop study skills strategies

Downloadable electronic resources are available online to increase the accessibility of the materials provided. This book is the perfect guide for any student with dyslexia studying in higher education.

Monica Gribben is a private dyslexia consultant and Dyslexia Adviser at Edinburgh Napier University.

Speech and language pathologists, like all professionals who claim to be scientific in their practice, make a public commitment to operate on the basis of knowledge derived in accordance with sound scientific standards. Yet students in communication disorders are given relatively little grounding in the fundamentals of science; indeed, they often receive implicit encouragement to rely on clinical wisdom. This pathbreaking text introduces the principles of critical scientific thinking as they relate to assessing communication problems, deciding about alternative approaches to intervention, and evaluating outcomes. The author provides many illustrative examples to help readers contextualize the ideas.
Her clear presentation will help not only undergraduate and graduate students but also established professionals reason more effectively about what they are doing and why. Though the examples come from speech and language pathology, this illuminating and readable book constitutes a valuable resource for all clinical practitioners.

Verbal silence touches on every possible aspect of daily life. This book provides a full linguistic analysis of the role of silence in language, exploring perspectives from semantics, semiotics, pragmatics, phonetics, syntax, grammar and poetics, and taking into account a range of spoken and written contexts. The author argues that silence is just as communicative in language as speech, as it results from the deliberate choice of the speaker, and serves functions such as informing, conveying emotion, signalling turn switching, and activating the addresser. Verbal silence is used, alongside speech, to serve linguistic functions in all areas of life, as well as being employed in a wide variety of written texts. The forms and functions of silence are explained, detailed and illustrated with examples taken from both written texts and real-life interactions. Engaging and comprehensive, this book is essential reading for anyone interested in this fascinating linguistic phenomenon.

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.

School Start Storybooks support language development in reception and Key Stage 1 aged children both in school and at home. Through beautifully illustrated stories, children are invited to explore language, ask questions and recall events in order to aid language development, listening and memory skills. Each book contains a colourful and engaging story designed to appeal to young children, and with language specifically chosen for children with language needs. Key skills that these books support include: Comprehension Vocabulary Memory Sequencing Available either as a set or as individual books, the School Start Storybooks are a vital resource for professionals looking to support language development either with individual children, or groups of children. Each book also contains guidance and prompt questions to help the supporting adult use the book effectively, making it ideal for parents to support language development at home.

*Purchasers of this book can access additional online resources at www.routledge.com/cw/speechmark* This comprehensive resource pack, developed in conjunction with education staff, draws on the principles of Alison Bryan's original Colourful Semantics approach to provide professionals with an engaging, dynamic way to support children's language development. By coding sentences using colour, symbols and signs, this visual approach aims to: Teach understanding of question words Develop vocabulary and increase sentence complexity Increase range and complexity of verbs (children with delayed or disordered spoken language skills often overuse simple verbs such as do, go or get) Improve children's written language skills This practical resource consists of three parts: a printed book containing ready-made session plan ideas, black and white vocabulary cards and worksheets; an online version using the current Colourful Semantics colour coding system, and an online version using the colour coding system used by Speech and Language Therapists from NHS Forth Valley. This is an essential pack for teachers and professionals looking to work on language development with children aged four to nine. The flexible session plans can be used with individuals, small groups and whole classes, and can be easily adapted by Speech and Language Therapists, teachers and other practitioners.

This volume presents the first truly systematic, multi-disciplinary, and cross-linguistic study of the language and writing system factors affecting the emergence of dyslexia. Bringing together a team of scholars from a wide variety of disciplines, it takes a dual focus on the language-specific properties of dyslexia and on its core components across languages and orthographies, to challenge theories on the nature, identification and prevalence of dyslexia, and to reveal new insights. Part I highlights the nature, identification and prevalence of dyslexia across multiple languages including English, French, Dutch, Czech and Slovakian, Finnish, Arabic, Hebrew, Japanese and Chinese, while Part II takes a cross-linguistic stance on topics such as the nature of dyslexia, the universals that determine relevant precursor measures, competing hypotheses of brain-based deficits, modelling outcomes, etiologies, and intergenerational gene-environment interactions.

The first description of voice quality production in forty years, this book provides a new framework for its study: The Laryngeal Articulator Model. Informed by instrumental examinations of the laryngeal articulatory mechanism, it revises our understanding of articulatory postures to explain the actions, vibrations and resonances generated in the epilarynx and pharynx. It focuses on the long-term auditory-articulatory component of accent in the languages of the world, explaining how voice quality relates to segmental and syllabic sounds. Phonetic illustrations of phonation types and of laryngeal and oral vocal tract articulatory postures are provided. Extensive video and audio material is available on a companion website. The book presents computational simulations, the laryngeal and voice quality foundations of infant speech acquisition, speech/voice disorders and surgeries that entail compensatory laryngeal articulator adjustment, and an exploration of the role of voice quality in sound change and of the larynx in the evolution of speech.

Now in its third edition, ''Clinical Research Methods in Speech-Language Pathology and Audiology'' is a valuable and comprehensive resource for understanding and conducting clinical research in communication sciences and disorders. Graduate students and practicing clinicians will benefit from the text's detailed coverage of various research topics. Specifically, readers will learn the strengths and weaknesses of different research methodologies, apply the results of research to clinical practice and decision-making, and understand the importance of research ethics. ''Clinical Research Methods'' is the only text to take into account qualitative research and evidence-based practice, and to provide a detailed discussion of research ethics. Key Features *Chapters begin with an outline of covered topics and learning objectives *End-of-chapter discussion questions apply concepts and incorporate real-life research situations *Numerous tables and charts display critical models and research procedures

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

This book highlights the most recent developments in the area of research, policy and practice. All the authors are well known in the field of dyslexia and they will offer significant contributions at the forthcoming BDA conference' Dyslexia: the dividends from research to policy and practice' to be held at Warwick University in March 2004.

In addition to the opening chapter, which provides an overview of developments in dyslexia, there are also chapters on the research associated with neurological factors, the cerebellum, genetics and the links between research and practice.

The policy section provides insights into policy developments from Europe, the UK and the United States, as well as polic developments relating to both children and adults. The practice section is comprehensive with chapters on multilingualism, the range of specific learning difficulties, ICT, mathematics, the implications for the classroom from the science of learning and the features of dyslexia friendly schools.

This text describes the development of augmentative and alternative communication. The focus is not on disabilities, although the atypical developmental paths to language described in this book are caused by a variety of disabilities, but on the developmental achievements of children using augmentative and alternative communication systems.

This book is a first attempt to look at the achievements of children using alternative language forms from a broad developmental perspective and discuss how their semantic, grammatical and pragmatic development is promoted through social interactions, both planned and incidental in nature, that take place in particular sociocultural circumstances. The authors use small group data and dialogues to show how the children use grammatical structures and strategies to convey meaning and solve communicative challenges.

The overall aim of the book is to inspire a shift towards a developmental understanding of augmentative and alternative communication in both research and clinical practice, leading to new knowledge and a better basis for intervention practices, and thereby to improved social and societal participation for children using augmentative and alternative communication.

This text asserts the value of problem solving within a holistic approach to human communication, which considers culture, ethnicity and psychosocial issues. It is concerned with drawing out commonalities that exist in practice with people with a range of communication disabilities. As such, it represents a departure from more traditional texts on intervention with communication disability that "pigeon hole" therapy practice according to the particular client group or presenting condition.

Articulation of the core conceptual frameworks and processes involved in intervention provides the foundation for clinical reasoning and implementation. This includes examining the different levels at which intervention is pitched and identifying the core therapeutic techniques used by speech and language therapists across the client spectrum. The text is supported by examples drawn from clinical practice.

Few books have been published before with details on preoperative planning, markings and performance of primary surgical techniques to correct the cleft lip and palate deformity. This information is commonly required by surgeons. Scientific papers, conferences, and video clips of these surgical procedures are limited in details about how to address this common disease. This book provides a comprehensive overview of surgery for the correction of primary cleft lip and palate, including planning, selecting the most suitable techniques, markings, performing operative techniques, and preoperative care. Unlike other literature on the topic, which focuses on surgical techniques, this operative atlas (with detailed illustrations) covers the entire spectrum of this congenital deformity: classification of cleft lip and palate, management protocols, unilateral cleft lip surgery, bilateral cleft lip surgery, cleft palate surgery, post operative care and case studies. It will be a unique and valuable resource for surgeons treating this common condition.

Choral Pedagogy, Third Edition, is the ideal text for voice teachers, choral conductors, church musicians, and professional and amateur singers who wish to develop strategies for lifelong singing. It concisely and clearly presents the principles of voice pedagogy from the perspective of both conducting and voice science in a user-friendly fashion, including helpful charts and simple anatomic diagrams. In addition, it offers teaching methods from history and philosophy, medical and voice science, and pedagogical concepts from active musical experts. Special attention is given to the needs of amateur singers and conductors. Topics covered include choral diction, posture and seating, rehearsal practices, and matters of vocal health. For the third edition, the authors have completely revised the text, updating the medical information and expanding the exercises. They have also added three new chapters: * A chapter entitled "Singing in the 21st Century" that considers the vocal/choral demands of the choral repertoire being written in this century. * A chapter on teaching young boys to sing written by Vic Oakes, the conductor of the Chattanooga Boys Choir.* A chapter entitled "The Value of Lifelong Singing." With its updates and additions, Choral Pedagogy, Third Edition, is a valuable resource for students of choral conducting, music education, church music, and choral singing.

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

What does it feel like to wake up one day speaking with a foreign accent from a country one has never visited? Why does someone wake up doing this? This book seeks to portray the broad and diverse experiences of individuals with a rare neurological speech disorder called Foreign Accent Syndrome (FAS). Through a combination of personal testimony and scientific commentary, the book aims to shed unprecedented light on the understanding of FAS by elucidating the complex links between how the brain produces speech, how listeners perceive speech and the role that accent plays in our perception of self and others. The first part of the book provides a comprehensive introduction to FAS and covers a number of key subject areas, including: * The definition and phenomenology of FAS * A history of research on FAS * The causes and psychosocial consequences of FAS * A guide to further reading and a glossary of specialized terms. The chapters in part two provide a unique insight into the condition through personal testimony and accounts from family members. This collection of 28 testimonies from across the world underlines the importance of listening carefully to patients explain their cases, and in their own words. The final section contains a questionnaire for use by clinicians to support case history taking. The authors are two leading global experts on FAS, and this is the first volume of its kind to provide such a broad and comprehensive examination of this rare and poorly understood condition. It will be of great interest to practising clinicians in neurology, psychiatry, psychology and speech and language therapy/pathology, as well as students in health disciplines relevant to neurorehabilitation, linguists and also to families and caregivers.

This unique volume explores issues related to working with children who have nonverbal learning disability (NVLD). It examines how a child's psychology - thoughts, feelings, beliefs - affects his or her functioning and learning. In addition, the book addresses how a child's experiences are processed through individual personality, psychology, culture, environment and economic circumstances, and family dynamics. Using these psychological organizing principles, the book describes how to work most effectively with young patients with NVLD. It offers a new model and definition for understanding NVLD, emphasizing its core deficit of visual-spatial processing. In addition, this book addresses efforts to rename NVLD to developmental visual-spatial disorder (DVSD). It describes the 11 possible subtypes as including a primary deficit in visual-spatial processes and impairment in several additional functional domains, including executive functioning, social/emotional deficits, academic achievement, and motor coordination. The book highlights the need for psychologically minded treatment and provides specific intervention guidelines. It details how to conduct the intake process and create a treatment plan and team and offers practical suggestions for working with a patient's family members. In addition, the book addresses the importance of working with a consistent psychological theory, such as control mastery theory (CMT). It describes the Brooklyn Learning Center Model for treating NVLD and offers guidelines for interventions to support patients academically. The book provides a comprehensive approach to the neuropsychological assessment of NVLD as well as examples of visual-spatial, sensory perception, executive functioning, academics, social/emotional deficits and motor coordination interventions, and all forms used to gather information from patients. Key areas of coverage include: Definition of nonverbal learning disability (NVLD). Efforts toward inclusion in the Diagnostic and Statistical Manual (DSM) and for renaming it to a developmental visual-spatial disorder (DVSD) Guide to general diagnostic testing and assessment. Developing a treatment plan and team for NVLD patients. NVLD therapy and tutoring priorities. NVLD and Developmental Visual-Spatial Disorder in Children is an essential reference for clinicians, therapists, and other professionals as well as researchers, professors, and graduate students in school and clinical child psychology, special education, speech-language therapy, developmental psychology, pediatrics, social work as well as all interrelated disciplines.

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.

Meet Hannah - a young girl with selective mutism (SM). Hannah invites readers to learn about selective mutism from her perspective, helping them to understand what it is, what it feels like to have SM, and how they can help. This illustrated book is packed with accessible information and will be an ideal introduction to selective mutism. It shows family, friends and teachers how they can support a child with the condition and is also a good place to start when encouraging children with SM to talk about how it affects them.

This volume provides a comprehensive and in-depth handbook of qualitative research in the field of communication disorders. It introduces and illustrates the wide range of qualitative paradigms that have been used in recent years to investigate various aspects of communication disorders.

The first part of the Handbook introduces in some detail the concept of qualitative research and its application to communication disorders, and describes the main qualitative research approaches. The contributions are forward-looking rather than merely giving an overview of their topic. The second part illustrates these approaches through a series of case studies of different communication disorders using qualitative methods of research.

This Handbook is an essential resource for senior undergraduate and graduate students, researchers and practitioners, in communication disorders and related fields.

This book is the first to provide comprehensive coverage of the communication impairments that occur in association with multiple sclerosis. It covers not only the more widely recognised motor speech disorders seen in association with this condition, but also the more recently identified language disorders reported to occur in persons with diseases of the cerebral white matter. A full description of the neuropathophysiology, epidemiology, aetiology, clinical manifestations and medical treatment of multiple sclerosis is also included.

This book is designed for teachers and speech & language therapists working in the fields of language and literacy, and concerned with developing inferencing skills in their students. The ability to draw inference is a crucial element in the comprehension of written language, and this resource will be a valuable aid in mainstream classes throughout Key Stage 2. It is especially appropriate for work with children with speech, language and communication needs and those on the autistic spectrum, who are likely to have particular difficulty understanding inference. The book contains a collection of 300 texts which are graded and lead the student gradually from simple tasks with picture support and plentiful clues to more challenging scenarios where true inference is required. The texts can be used with whole classes, groups and individual children.

An increasing number of families and professionals are involved with severely communication-impaired children, adolescents and adults who use alternative communication systems to compensate for delayed systems and strategies that can be used to increase the communicative possibilities of people with limited spoken language. The authors discuss factors that are important when choosing communication systems, assessment strategies, environmental adaptation, and the principles for teaching comprehension and use of such communication systems to individuals with different disabilities; including motor impairments, learning disability and autism.

This book is unique within the field of augmentative and alternative communication with its basis in modern developmental theories of language and communication, its practical approach with many examples and focus on every-day situations, and its coherent and readable text. It may serve as an introductory text book for speech and language therapists, teachers in school and preschool, psychologists and care nurses, as well as a source of information for families with members who have severe developmental speech and language disorders.