It is vital to have knowledge of the neuroanatomical structures and functional neurological mechanisms, which are disrupted in neurogenic speech/language, disordered persons in order to understand the speech/language deficits themselves.

This book provides a comprehensive coverage of the neurological basis of both the clinically recognised forms of aphasia and the various motor speech disorders, in both children and adults. It also covers more recently recognised language disorders, such as Parkinsons and related diseases, right hemisphere damage, closed-head injury, dementia, etc. This is a perfect text for practitioners who need to understand the integration of neuroanatomy and functional neurology with the practice of speech-language pathology.

The author presents a new approach to the therapy of stuttering. Instead of accepting stuttering and trying to make it more fluent, he prefers to motivate a patient to effectively battle the condition. This book presents a theoretical basis for such an approach and offers diagnostic tools, including normalised and standardised scales as well as questionnaires for examining patients with stuttering in different age groups. While guest authors review research on the effects of pharmacotherapy, which is regarded as controversial by many, the author focuses on discussing the approach and achievements of Central and Eastern European therapists which have not been heard of in the USA and Western European countries. He supports systemic therapy which affects all the basic stuttering factors (ie: speech disfluency, logophobia, muscle tension and interpersonal communication in a comprehensive way). Speech disfluency is not regarded as a problem, but merely as an obstacle on the way to accomplish a patients personal goals. The author presents particular methods for solving the problems of patients with stuttering and considers motivation to therapy important, though it is reduced due to the acceptance of the disorder. Although he supports using natural speech in the course of therapy, he does not reject other techniques. On the contrary, the author believes that therapeutic methods should be adjusted to the needs and abilities of a patient instead of forcing said patient to use a method simply because it is universal. The author believes therapies are subjective to the patient in question. Additionally, the author is optimistic and encourages both therapists and patients to share his optimism as well.

A comprehensive look at the various groups of children that professionals encounter in their work according to diagnostic categories, the unique issues that relate to those diagnostic categories, and approaches to effective assessment and intervention. This book provides comprehensive coverage of children who do not acquire language normally, their characteristics, and how to help them successfully develop language skills. It begins with an overview of the aspects of normal language, looking at the bases of language and communication and at normal language development in children and adolescents. Here readers get a review of the concepts, as well as an introduction to the rest of the book. The central focus of the book features nine chapters on the language difficulties of different groups of children, including groups defined by the age of the children in combination with an etiological condition, and groups defined by concomitant or etiological conditions associated with the children's language difficulties. The final part of the text presents more detailed discussions of language intervention, including augmentative and alternative communication as it relates to children with language disorders and their interventions; language assessment; and the procedures used and factors considered in intervention with children with language disorders. Thoroughly updated to reflect the most current knowledge in the field, the new edition also includes current information about federal education laws and initiatives that affect services for children with language disorders.

Dyslexia is a reading disability in which speed and accuracy in word decoding is impaired. It is usually accompanied by spelling and/or arithmetic difficulties. This book discusses the perspectives, challenges and treatment options available for dyslexia. Chapter One reviews dyslexia from its definition and neurobiological basis to the neurophysiology and central auditory processes. Chapter Two examines how dyslexia affects perception of academic performance in elementary school pupils and how it affects their sociometric position in the classroom. Chapter Three reviews dyslexia from an educological perspective. Chapter Four investigates the views of parents of pupils with dyslexia concerning their collaboration with teachers. Chapter Five describes and compares the response of parents and teachers of Brazilian and Italian Dyslexics students about learning skills. Chapter Six outlines the key findings from the Dyslexia and Multilingualism project (Mortimore et al, 2012) focusing on the challenges and lessons learnt from a research project on a literacy intervention for vulnerable learners with English as an additional language in English primary schools. It also focuses on issues relating to screening processes and assessments used for identifying SpLD/dyslexia within complex multilingual schools. Chapter Seven investigates whether Brazilian students with developmental dyslexia could be classified according with subtypes. Chapter Eight discusses new assessment trends and challenges for the future of dyslexia. Chapter Nine examines complexities and challenges of selecting participants for dyslexia studies. Chapter Ten discusses the use of childrens literature as a resource tool to help such children address their psychosocial-emotional needs. Chapter Eleven discusses diagnostic interventions by operationalising the definition of dyslexia. Chapter Twelve describes the development of the neuropsychological rehabilitation program in executive functions for students with dyslexia. Chapter Thirteen examines the integration of proprioceptive signals, postural control and dyslexia. Chapter Fourteen provides a few remarks on magnocellular responses and brief stimuli. The final chapter provides a synthesis of research concerning the socio-emotional dimension of Dyslexia in adulthood.

Rita Brehm stellt neue Methoden zur Stabilisierung der Sprechwahrnehmung von Schulern vor - wie das "Handlautieren" oder das "Silbenkonstruieren" - und erlautert, wie das Silbentrennen, Abschreiben, Diktieren oder Lesen methodisch effizienter zu gestalten ist. Sie zeigt, dass im Zeitalter der Inklusion phonetisch-phonologische Methoden aus der Sprachtherapie zunehmend Eingang in die schulische Foerderung gefunden haben. Zur wirksamen Bekampfung von Lese- und Rechtschreibstoerungen benoetigt man effiziente Lernmethoden auf der Grundlage wissenschaftlicher Erkenntnisse. Ziel dabei ist, uber die Festigung der phonologischen Bewusstheit mit dem eigenen Sprechen gleichermassen das Lesen und Schreiben anzubahnen und zu festigen. Daruber hinaus erklart die Autorin, wie das Abschreiben effektiver wird, warum Kurzdiktate unverzichtbar sind und wie Schuler zum bestandigen Lesen motiviert werden koennen.

For a comprehensive series of daily living activities, these photographic flashcards provide clear and appealing images of 40 of the most common activities for daily living. Essential for all professionals and carers working with older adults with communication difficulties, these cards are a flexible tool to aid communication; develop vocabulary; initiate conversation and discussion; and to encourage independence. It includes: household chores (eg, vacuuming/dusting; making the beds; ironing; washing up; doing the laundry); personal hygiene (eg, bathing; cleaning teeth; dressing; going to the toilet; getting a haircut); out and about (eg, shopping; driving; walking; riding a scooter; catching a bus); financial (eg, collecting pension; paying for items; paying bills; writing a cheque); and, at home (eg, making tea; telephoning; making a sandwich; preparing dinner; sleeping; getting out of bed). Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.

In this colourful illustrated storybook, part of the School Start series, children with language needs can explore the story of Rusty the Robber, and the night he got caught. 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 Expression 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.