Language and Speech Disorders – serie

Social Communication Development and Disorders examines the integrated development of social, linguistic, and cognitive functions. It provides evidence-based clinical information on effective assessment and intervention for individuals with social communication disorders. The second edition of this standout text is fully updated to reflect up-to-date research evidence and the application of the International Classification of Functioning, Disability and Health (Children and Youth version), and places a strong focus on cultural differences in social communication and extended developmental information from birth to adulthood. Part 1 explores topics including theoretical perspectives on social communication, neuroscience of social communication and social cognitive, social emotional, and social communication development. Part 2 covers social pragmatic communication disorder and associated disorders such as language impairment, autism spectrum disorder, attention deficit disorder and disruptive behavior disorder. Chapters feature case studies, incidence/prevalence estimates, DSM-5 definitions, referral guidelines, recommended assessment and intervention practices, as well as a list of clinical and instructional resources. This comprehensive and practical text is essential reading for both undergraduate and graduate students of communication sciences, speech and language disorders, as well as speech-language pathology. It is also an excellent reference for professionals working with individuals with social competence or social communication problems, including speech-language pathologists, teachers, psychologists, social workers, counsellors, school nurses, behavioral therapists, and occupational therapists.

Social Communication Development and Disorders examines the integrated development of social, linguistic, and cognitive functions. It provides evidence-based clinical information on effective assessment and intervention for individuals with social communication disorders. The second edition of this standout text is fully updated to reflect up-to-date research evidence and the application of the International Classification of Functioning, Disability and Health (Children and Youth version), and places a strong focus on cultural differences in social communication and extended developmental information from birth to adulthood. Part 1 explores topics including theoretical perspectives on social communication, neuroscience of social communication and social cognitive, social emotional, and social communication development. Part 2 covers social pragmatic communication disorder and associated disorders such as language impairment, autism spectrum disorder, attention deficit disorder and disruptive behavior disorder. Chapters feature case studies, incidence/prevalence estimates, DSM-5 definitions, referral guidelines, recommended assessment and intervention practices, as well as a list of clinical and instructional resources. This comprehensive and practical text is essential reading for both undergraduate and graduate students of communication sciences, speech and language disorders, as well as speech-language pathology. It is also an excellent reference for professionals working with individuals with social competence or social communication problems, including speech-language pathologists, teachers, psychologists, social workers, counsellors, school nurses, behavioral therapists, and occupational therapists.

The universalist view that acquisition of phonology is guided by universal principles has been the dominant position for decades. More recently, an alternative view has brought into focus the relationship between developmental markedness and language-specific input frequencies. With entirely original chapters on non-ambient-like productions by typically and atypically developing children, and second language learners, Unusual Productions in Phonology delves deeply into these competing explanations to show that patterns observed do not uniquely lend themselves to one or the other explanations. Rather, they point towards the need for both universal markedness and statistical input considerations in any attempted explanation.Containing contributions from leading researchers from around the world, this impressive collection is a must-have resource for any researcher, practitioner, or advanced student specializing in phonology, cognitive psychology, applied linguistics, and communication disorders.

Those working on the description of disordered speech are bound to be also involved with clinical phonology to some extent. This is because interpreting the speech signal is only the first step to an analysis. Describing the organization and function of a speech system is the next step. However, it is here that phonologists differ in their descriptions, as there are many current approaches in modern linguistics to undertaking phonological analyses of both normal and disordered speech.Much of the work in theoretical phonology of the last fifty years or so is of little use in either describing disordered speech or explaining it. This is because the dominant theoretical approach in linguists as a whole attempts elegant descriptions of linguistic data, not a psycholinguistic model of what speakers do when they speak. The latter is what is needed in clinical phonology. In this text, Martin J. Ball addresses these issues in an investigation of what principles should underlie a clinical phonology. This is not, however, simply another manual on how to do phonological analyses of disordered speech data, though examples of the application of various models of phonology to such data are provided. Nor is this a guide on how to do therapy, though a chapter on applications is included. Rather, this is an exploration of what theoretical underpinnings are best suited to describing, classifying, and treating the wide range of developmental and acquired speech disorders encountered in the speech-language pathology clinic.

Those working on the description of disordered speech are bound to be also involved with clinical phonology to some extent. This is because interpreting the speech signal is only the first step to an analysis. Describing the organization and function of a speech system is the next step. However, it is here that phonologists differ in their descriptions, as there are many current approaches in modern linguistics to undertaking phonological analyses of both normal and disordered speech.Much of the work in theoretical phonology of the last fifty years or so is of little use in either describing disordered speech or explaining it. This is because the dominant theoretical approach in linguists as a whole attempts elegant descriptions of linguistic data, not a psycholinguistic model of what speakers do when they speak. The latter is what is needed in clinical phonology. In this text, Martin J. Ball addresses these issues in an investigation of what principles should underlie a clinical phonology. This is not, however, simply another manual on how to do phonological analyses of disordered speech data, though examples of the application of various models of phonology to such data are provided. Nor is this a guide on how to do therapy, though a chapter on applications is included. Rather, this is an exploration of what theoretical underpinnings are best suited to describing, classifying, and treating the wide range of developmental and acquired speech disorders encountered in the speech-language pathology clinic.

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

This volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child’s overall success in important aspects of development. The methodology was a longitudinal study of over 600 children in the US Midwest during a 10-year period. The language skills of these children -- along with reading, academic, and psychosocial outcomes -- were measured. There was intentional oversampling of children with poor language ability without being associated with other developmental or sensory disorders. Furthermore, these children could be sub-grouped based on their nonverbal abilities, such that one group represents children with specific language impairment (SLI), and the other group with nonspecific language impairment (NLI) represents poor language along with depressed nonverbal abilities. Throughout the book, the authors consider whether these distinctions are supported by evidence obtained in this study and which aspects of development are impacted by poor language ability. Data are provided that allow conclusions to be made regarding the level of risk associated with different degrees of poor language and whether this risk should be viewed as lying on a continuum.The volume will appeal to researchers and professionals with an interest in children’s language development, particularly those working with children who have a range of language impairments. This includes Speech and Language Pathologists; Child Neuropsychologists; Clinical Psychologists working in Education, as well as Psycholinguists and Developmental Psychologists.

This volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child’s overall success in important aspects of development. The methodology was a longitudinal study of over 600 children in the US Midwest during a 10-year period. The language skills of these children -- along with reading, academic, and psychosocial outcomes -- were measured. There was intentional oversampling of children with poor language ability without being associated with other developmental or sensory disorders. Furthermore, these children could be sub-grouped based on their nonverbal abilities, such that one group represents children with specific language impairment (SLI), and the other group with nonspecific language impairment (NLI) represents poor language along with depressed nonverbal abilities. Throughout the book, the authors consider whether these distinctions are supported by evidence obtained in this study and which aspects of development are impacted by poor language ability. Data are provided that allow conclusions to be made regarding the level of risk associated with different degrees of poor language and whether this risk should be viewed as lying on a continuum.The volume will appeal to researchers and professionals with an interest in children’s language development, particularly those working with children who have a range of language impairments. This includes Speech and Language Pathologists; Child Neuropsychologists; Clinical Psychologists working in Education, as well as Psycholinguists and Developmental Psychologists.

This volume takes the positive view that conversation between persons with dementia and their interlocutors is a privileged site for ongoing cognitive engagement. The book aims to identify and describe specific linguistic devices or strategies at the level of turn-by-turn talk that promote and extend conversation, and to explore real-world engagements that reflect these strategies.Final reflections tie these linguistic strategies and practices to wider issues of the "self" and "agency" in persons with dementia. Thematically, the volume fosters an integrated perspective on communication and cognition in terms of which communicative resources are recognized as cognitive resources, and communicative interaction is treated as reflecting cognitive engagement. This reflects perspectives in cognitive anthropology and cognitive science that regard human cognitive activity as distributed and culturally rooted.This volume is intended for academic researchers and advanced students in applied linguistics, linguistic and medical anthropology, nursing, and social gerontology; and practice professionals in speech-language pathology and geropsychology.

This volume takes the positive view that conversation between persons with dementia and their interlocutors is a privileged site for ongoing cognitive engagement. The book aims to identify and describe specific linguistic devices or strategies at the level of turn-by-turn talk that promote and extend conversation, and to explore real-world engagements that reflect these strategies.Final reflections tie these linguistic strategies and practices to wider issues of the "self" and "agency" in persons with dementia. Thematically, the volume fosters an integrated perspective on communication and cognition in terms of which communicative resources are recognized as cognitive resources, and communicative interaction is treated as reflecting cognitive engagement. This reflects perspectives in cognitive anthropology and cognitive science that regard human cognitive activity as distributed and culturally rooted.This volume is intended for academic researchers and advanced students in applied linguistics, linguistic and medical anthropology, nursing, and social gerontology; and practice professionals in speech-language pathology and geropsychology.

The universalist view that acquisition of phonology is guided by universal principles has been the dominant position for decades. More recently, an alternative view has brought into focus the relationship between developmental markedness and language-specific input frequencies. With entirely original chapters on non-ambient-like productions by typically and atypically developing children, and second language learners, Unusual Productions in Phonology delves deeply into these competing explanations to show that patterns observed do not uniquely lend themselves to one or the other explanations. Rather, they point towards the need for both universal markedness and statistical input considerations in any attempted explanation.Containing contributions from leading researchers from around the world, this impressive collection is a must-have resource for any researcher, practitioner, or advanced student specializing in phonology, cognitive psychology, applied linguistics, and communication disorders.