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A new and revolutionary approach to stuttering drawing on neuroscientific advances. Includes practical methodology for reducing stuttering through sensory and motor tools. Totally unlike any other coverage of the subject, this textbook presents a new paradigm for understanding the nature and treatment of stuttering based on recent discoveries in neuroscience. The authors illustrate how visible stuttering manifestations are actually a solution to a central problem, acting as a compensatory mechanism for a central involuntary block, rather than a problem in themselves. This book features methods that reduce stuttering by inhibiting this central block, through the use of sensory and motor tools, notably mirror neurons, and shows readers that stuttering is not a condition that can be effortlessly "trained out" of the system or eliminated via simple speech retraining. Clinicians and students alike will find this textbook a revolutionary and invaluable resource on stuttering.

The first book to address social skill instruction for this growing audience Presents speech-language pathologists with ready to use curricula in three distinctive age groups Lynn Adams is highly qualified and eminently experienced in the field This book provides a functional curriculum for social skill work in the group setting for children with Asperger syndrome. Adams, who is Director of the Radford University Autism Center, has been providing group intervention for children with AS for the past five years, and has based this guide directly on case studies and experience. The result is a necessary guide to an approach that proves ideal for both clinicians and the children they work with. In a group setting, children learn to be part of a group and to interact with peers, while clinicians are able to provide social skill instruction to several children at once. This book is divided into sections that provide information about Asperger syndrome, principles for group intervention, and curricula for group intervention for three different age groups.Adams outlines original exercises for children of preschool age (ages 4 and 5), elementary age (ages 6 though 9), and late elementary/middle school age (ages 10 through 12).The book is unique in its subject matter and approach, and has been written to fill a void in the current clinical literature. Clinicians who work with children with Asperger syndrome will find this friendly resource manual an easy to use, highly interactive learning tool that will improve their clinical repertoire by allowing them to provide effective group treatment for children with Asperger syndrome.

Communication Development and Disorders for Partners in Service offers an introduction to topics related to typical and atypical language development considered most important to those with the potential to participate in the clinical service provision continuum. Topics include: definition and description of language theories of language development precursors for language development language skills, which includes prelinguistic, earlier and later linguistic, and metalinguistic collaborative professional relationships language delays, disorders, and differences aspects of the process of evaluation aspects of the process of intervention Communication Development and Disorders for Partners in Service equips participants in the service provision continuum to describe the components of language; interpret the implications of theories of language for interaction, evaluation, and intervention; describe the accomplishments in typical language development; compare and contrast typical with atypical language development; and describe the continuum of evaluation and intervention with appreciation of their contributions to this process.

Professor Ferguson's book is the only currently available work to address the needs of experienced speech-language pathologists who are seeking to further their professional development through a deep approach to the integration of theory with practice. Her book examines a series of key issues for the expert speech-language pathologist through the lens of critical discourse analysis, in order to offer the opportunity for critical reflection with a view to change. Looking first at practice, the book reconsiders a central and longstanding area for debate amongst expert practitioners, which could be summed as the "difference versus disorder" debate. She approaches this issue through considering the social context in which speech-language pathology exists and the social roles and functions which speech-language pathologists serve. Thereafter, she critically examines student learning and curriculum development, taking the view that a primary role for the expert practitioner is that of educator of future speech-language pathologists, whether in a clinical educator role or within an academic setting.A critical perspective is argued to be essential for the educator if we are to avoid "cloning" ourselves and our practices.In every chapter, in order to provide concrete illustration and practical direction for the reader in considering the issues, the book works with a number of situations and texts from the author's own research in the area of adult communication disorders of neurological origin and the work of colleagues in other areas of child speech and language disorders.

Foreign Accent Management is a guide to the management of accents for non-native speakers of the English language of European, African, Asian, or Indian origin. The author has compiled numerous valuable techniques in Speech-Language Pathology that have been in use for many years along with practical ideas gathered from workshops, tutoring, and speech therapy practice. While this book will not erase one's accent, it can increase the readers awareness of accent modification and provide the tools and techniques to enhance and manage one's accent long-term. Six audio CDs are included with the book to lead the reader through the exercises contained in all 12 chapters. In addition to reinforcing and clarifying the exercises, the audio CDs provide a clear model for the correct pronunciation of all speech sounds in the English language.

The book is designed for day-to-day use for busy practitioners Expert clinicians are the authors of each of the chapters giving the reader authoritative guidance Each chapter follows the same basic outline for quick and accessible reference Tables, charts, and summaries enhance the text This newly expanded second edition is the definitive reference guide to clinical models, as well as specific clinical techniques, for providing client-centered group treatment for aphasia and other neurogenic communication disorders. Introductory chapters provide a comprehensive overview of group treatment, group process and group dynamics.Contributors, all of whom are practicing expert clinicians from throughout the United States, Canada, South Africa, Australia, and the United Kingdom, give an in-depth description of their programs: philosophy of program entry criteria client assessment of clients establishment of treatment goals documentation of progress clinical techniques utilized ischarge criteria and reimbursement issues detailed information on the day-to-day workings of their programs case examples and protocols for assessment or documentation Filling the void in current educational and clinical texts, Group Treatment of Neurogenic Communication Disorders: The Expert Clinician's Approach necessarily provides a wealth of insight and global perspective in the provision of care in aphasia and related conditions for students, clinicians, and professionals in other health-related disciplines.

With an estimated human population prevalence of 1:2000, Velo-Cardio-Facial Syndrome (VCFS) is the second-most common multiple anomaly syndrome in humans and almost all children with the syndrome have speech and language impairments that are generally recognized to be complex and difficult to treat. To demonstrate and to provide clinicians with expert guidance, the authors have produced a comprehensive two-volume set with a combination of text and video demonstrating the clinical features of Velo-Cardio-Facial Syndrome (VCFS); the communication phenotype in VCFS; the natural history of speech and language in VCFS; diagnostic procedures necessary for assessing speech and language disorders in VCFS; the treatment of speech and language impairment in VCFS; and outcomes, demonstrated by video on an accompanying DVD to Volume II. This volume commences with a survey of the history of VCFS and provides an exhaustive description of the 190 phenotypes associated with the syndrome, including speech and language, hearing, cognition, and many other critically affected areas. The genetics of VCFS are extensively covered, including inheritance factors and an exploration of the genome deletion.Thereafter, a range of triage options across a wide variety of medical and allied health disciplines is given, before concluding with a final chapter on growth, weight gain, and feeding.An accompanying DVD includes 19 video clips with examples to illuminate the accompanying chapter matter.

Written for voice professionals, their teachers and those who care for their voices, this unique book covers voice acoustics, the effect of the acoustics of spaces on the voice, and how to make a voice recording properly. The book is wholly practical and written in a manner which is rooted in science but which is designed to enable understanding by non-scientists and voice practitioners alike. The authors provide an outline of acoustics and the human voice, before going on to cover ways in which voice users - from professional and amateur singers and performers, through lawyers, to school teachers - the largest group reporting to clinics with vocal problems - can improve vocal efficiency, regardless of location, and vocal health. Also covered are methods of amplification, whether through microphones, or simply by posture or stance and best methods for sound recording.

This authoritative text presents the background, methodology and outcomes for Photodynamic Therapy (PDT) treatment of diseases of the head and neck. The author, an expert and pioneer in this field, discusses the indications for PDT treatment with their advantages and pitfalls. As PDT is an approved therapy for treatment of head and neck cancers in many countries in the world, this text provides the clinician and basic researcher with an understanding of PDT and how to successfully employ it for the successful treatment of head and neck cancers. This comprehensive book is unique in that no other scientific text has devoted itself to the presentation of PDT treatment of head and neck and upper aerodigestive tract disease, a treatment area that has its own unique treatment issues. This is the first text for clinicians and researchers who need to perform or learn about PDT of the head and neck. The text includes both established treatment modalities as well as new and upcoming treatments, such as the use of PDT to treat antibiotic resistant infections.

Articulation and phonological disorders are among the most common speech disorders that clinicians treat in various professional settings - especially in public school. Treatment of these disorders requires extensive preparation and careful selection of target words containing single consonant and consonantal clusters. This book covers 26 consonant sounds in both word-initial and word-final positions and 37 consonant clusters and provides five essential elements for teaching each sound: a protocol to establish baserates, a baserate recording sheet, a protocol to teach sound production, treatment recording sheet, a protocol to probe for and record generalized production of new and untrained articulatory targets in the absence of treatment. All forms presented in the book are provided in user-friendly Microsoft Word documents on an accompanying CD-ROM which clinicians are encouraged to modify and reproduce. These heavily researched protocols will save enormous treatment planning and preparation time as well considerable effort involved in generating word containing target sounds. Also included is a detailed glossary defining all treatment terms.

The role of parent-child and teacher-child shared story telling and storybook reading is a key vehicle for supporting children's development of emergent literacy and early language skills. This highly usable and practical book brings the advantages of sharing books and stories to educational and clinical settings, effectively demonstrating how it may be used to support: print knowledge phonological awareness vocabulary inferential language abilities grammatical and narrative skills With contributions from notable scholars who actively conduct research in the areas of education, developmental psychology, speech language pathology, reading, and early literacy, this unique resource synthesizes and applies current theory and research on uses of sharing books and stories in educational and intervention contexts.

While written principally for otologists in training, this stunningly illustrated volume provides much information for audiologists in recognizing and understanding common and rare conditions such as cholesteatoma, perforations, aural polyps, middle ear effusion, bubbles, glomus tumour, and more. The authors demonstrate that careful examination of the external ear can yield a wealth of information pertaining to the condition of the external ear canal, the tympanic membrane and the middle ear, presenting a range of otoscopic images, each uniquely and clearly captioned and labeled to illuminate each illustration and the anomalies therein.

This book introduces background information and procedural overviews needed to assess swallowing disorders in adults in addition to offering detailed protocols for administering the assessment. The majority of protocols in this book are provided in both English and Spanish, allowing clinicians to effectively and efficiently assess swallowing disorders in a wide variety of patients, including those speaking Spanish. Also by these authors: "Treatment of Dysphagia in Adults. Resources and Protocols: A Bilingual Manual" follows the same format and serves as a companion volume.

Assessment in Emergent Literacy is a practical guide to identifying preschool and early school-aged children's strengths and needs across multiple domains of emergent and early literacy, to include phonological awareness, print awareness, narrative, vocabulary, and motivation. Specific approaches to assessing and monitoring growth in "high priority" areas of literacy are provided. This handbook also provides guidance for evaluating children's learning environments, including supports with the home and classroom.This user-friendly manual: Discusses the importance of supporting children's learning and development through assessment Presents special considerations for assessment, including information regarding assessing children who are English Language Learners, assessing children who have disabilities, and assessing children in unique classroom and home contexts Provides practical recommendations for how early literacy professionals might use the information they gain from assessments to make decisions regarding the amount and types of professional development that teachers require or the kinds of activities and practices toward which early literacy professionals should direct additional attention Written to serve as the ideal resource for early literacy professionals at both pre-professional and post-graduate levels, it is also an essential volume for reading specialists, literacy coaches, special educators, speech-language pathologists, preschool teachers, kindergarten teachers and others involved with planning and conducting assessments in programs serving children who have not yet begun formal reading instruction.

In the behavioral and clinical sciences, single-subject designs have increasingly become important tools for determining a treatment efficacy. Despite a large number of recommendations in recent years for more use of the designs, the majority of typical research methods textbooks still do not provide sufficient direction and information about single-subject designs. One of the main reasons is that data analysis of single-subject designs is still foreign to the vast majority of the investigators, practitioners, and students. The authors have developed a practical guide of the most commonly used approaches in analyzing and interpreting single-subject data. In doing so, they have arranged the methodologies used in a logical sequence using an array of research studies from the existing published literatures to illustrate specific applications. The handbook is also laid out for the readers in a highly lucid and straightforward manner, beginning with a brief discussion of each approach such as visual, inferential, and probabilistic model, the applications for which it is intended, and a step-by-step illustration of the test as used in an actual research study.Presented is a brief evaluation of the strengths and limitations of the test along with its suitability, or lack thereof, for particular scales of measurement.Also included are statistical applications of such computer programs as Minitab and SPSS for the analysis of statistical data. This new handbook provides the readers with a concise yet comprehensive approach to help them further understand the concepts as effectively and simply as possible.

Baguley and Andersson have created a definitive resource on hyperacusis which summarizes present knowledge from both psychological and auditory neuroscience perspectives for a clinical audiology audience. Hyperacusis is a troublesome symptom which is attracting increasing interest from clinicians and researchers alike. Hyperacusis: Mechanisms, Diagnosis, and Therapies summarizes and critically reflects upon present knowledge, including insights from auditory neuroscience, psychology and clinical audiology. The implications for therapy are made explicit, and the treatment options available are discussed. The authors, Dr. David Baguley (Cambridge, UK) and Professor Gerhard Andersson (Linkoping, Sweden), are well-known experts in the field, and have published widely on hyperacusis and related topics. Their multi-disciplinary collaboration considers hyperacusis in a reflective and innovative manner.

This new text is a resource that is unrivaled among phonetics or speech science books, and it sets a standard for the use of technology to reveal the essential nature of the sounds that are the substance of speech communication. --From the Foreword by Ray D. Kent, Ph.D., Professor Emeritus, University of Wisconsin-Madison Speech Sounds contains maps of the mouth. As an atlas is a collection of maps in book form; so this book contains a collection of images or maps that have captured different aspects of the production of the consonants and vowels of English. As an atlas highlights topographies and landmarks, this book highlights relevant articulatory and acoustic aspects for the production for each English speech sound. Each chapter profiles a different English consonant or vowel. There are 24 chapters to describe each English consonant and 11 chapters to describe most English vowels and diphthongs. Analytic comments are presented for each chapter. These comments focus on key dimensions of speech production and speech acoustics that differentiate one speech sound from another.Within each chapter there are at least six different representations for the profiled speech sound organised according to static and dynamic representations.The static representations include: a photograph of the lower portion of the face, a schematic drawing of tongue position, an ultrasound image of the tongue, and electropalatographic images of tongue/palate contact. Dynamic representations profile words containing each speech sound and include a filmstrip, sound spectrogram, and continuous electropalatographic frames of tongue/palate contact. For each of the lingual consonants, multiple images demonstrating inter- and intra-speaker variability are also included. These images have been compiled from a comprehensive research project (McLeod, 2003) of eight typical English adults' productions of lingual speech sounds in word-initial and word-final contexts within five vowel environments.An important feature of Speech Sounds is that data from an extensive range of research papers have been assembled to demonstrate similarities and differences between productions of speech sounds by adults and children, speakers of different English dialects, speakers of languages other than English and people with impaired speech. Images from research papers have been redrawn using the same template so that extensive comparisons can be made.EPG Images from an extensive range of characteristics of people are found within Atlas of Speech Sounds: English dialects: Australian, Canadian, English, Scottish, United States Languages other than English: Catalan, German, Greek, Japanese, Norwegian, Polish, Putonghua (Modern Standard Chinese) Impairments: cerebral palsy, cleft palate, Down syndrome, articulation and phonological delay and disorder ("speech impairment"), lateral lisp, hearing impairment, Parkinson's disease. An opening chapter provides explanatory material for the interpretation of each image, and the Atlas then covers numerous comparative images (as many images as possible are included in each chapter), each designed to first be reviewed individually and then comparatively.Reflecting the fact that researchers have focused more on some speech sounds than on others, the diversity of images in each chapter reflects the focus of the world's speech researchers. A final chapter provides exercises to assist students' understanding of the content. Speech Sounds is written for speech-language pathologists, phoneticians, linguists, teachers, and students of these disciplines.For those who require further explanatory detail, the Atlas has been designed to work alongside a companion book that elucidates the underpinning theory: Singh, S.& Singh, K. (2006) Phonetics: Principles and Practice (3ed). San Diego, CA: Plural. Additional complementary texts are also listed within the Atlas. In preparation is a companion flip chart that enables ready comparison of key images for each consonant and vowel. This flip chart will be of particular importance for speech-language pathologists working with adults and children to change their articulation of sounds and for students of phonetics as they develop an understanding of the similarities and differences between sounds.

It is very possible for children with a hearing loss to achieve and develop a fluent and intelligible spoken language when their residual hearing is applied to the fullest extent in an interactive language learning environment. Based on twenty five years of advisory and hands-on research and experience across fourteen countries in five continents, this book is a practical guide for those seeking to lead children with hearing impairment to fluent intelligible spoken language by engaging in quality interaction at the language learning stage. Morag Clark draws directly from the cases in her own work experience all over the world and challenges professionals to examine their existing approach to early intervention in the life of families of children with a hearing loss in light of recent advances in audiology, technology, medical science, and psycholinguistics. THIS BOOK: Challenges professionals to examine their existing approach to early intervention in the lives of families of children with hearing loss in light of recent advances in audiology, technology, medical science, and psycholinguistics.Stresses the importance of drawing on the patterns of early language learning in children with normal hearing as a model for those with a hearing loss.Presents the necessary components, as well as the practical solutions to the problems experienced, for creating a rich, language-enabling environment. This title is also available in a German translation.

Otolaryngologists-head and neck surgeons, plastic/reconstructive and oral/maxillofacial surgeons, radiation and medical oncologists, and other clinicians interested in caring for patients with tumors of the head and neck will find this text to be a concise resource providing critical and useful information for the systematic and efficient evaluation, diagnosis, and comprehensive treatment planning and monitoring therapy for patients with malignant head and neck tumors. Bringing together experts in the management of patients with malignant tumors of the upper aerodigestive tract, students and residents will find this text an excellent reference for preparing to care for these challenging and fascinating patients.

The Behavior Assessment Battery (BAB) is a multi-dimensional set of inter-related, evidence-based, self-report tests that provide normative data for children between the ages of six and fifteen. The Battery has evolved and been refined over many years and has been used with an innumerable number of clients all over the world. The test procedures include: The Speech Situation Checklists (SSC-ER and SSC-SD) - for evaluating a child's emotional reaction to, and speech disruption in a range of speech situations The Behavior Checklist (BCL) - reveals the particular coping responses that a child uses to deal with dysfluency The Communication Attitude Test (CAT) - for measuring a child's attitude about his or her speech These self-report test procedures provide speech pathologists and their professional colleagues - including teachers, psycho- and neurolinguists, clinical and educational psychologists, behavior therapists, and pediatricians - with a multi-dimensional view of how a child is affected by how he or she feels, reacts to, and thinks about his or her speech.Through the eyes of the child whose fluency is problematic, the BAB test procedures provide a multi-dimensional picture of the speech-related aspects of the child's world that only the child can validly supply.By evaluating a child's overall score on the SSC-ER, SSC-SD, BCL and CAT and his or her reaction to the particular items that make up these test procedures, clinicians can determine the treatment strategies and tactics, that are most likely to be successful. This battery serves to give shape to therapy by providing the therapist with clear-cut indications of a child's speech-associated strengths and weaknesses and his or her particular needs. Beautifully presented in a convenient and handy boxed set, the Behavior Assessment Battery comprises: Test Manual, Speech Situation Checklists, Behavior Checklist, Communication Attitude Test, Test Forms, Norm Sheet, Scoring Key. FROM THE AUTHORS The self-report measures of the Behavior Assessment Battery are, in part, an outgrowth of the fact that there is no universally-agreed upon definition of stuttering.The count of speech disruption displayed by a child is known to vary markedly, even among fluency specialists, is often unreliable, and thus of questionable validity relative to diagnostic determination and the measurement of clinical improvement.The identification of a child as one who stutters involves more than the presence of dysfluency even when limited to the within-word repetitions and prolongations that listeners tend to regard as atypical and different from normal.Though dysfluencies are obviously necessary for a child to be identified as one who stutters, it is fully evident that they are not sufficient to do so. Moreover, children who stutter are more than youngsters who are dysfluent. They react to their dysfluencies and/or view their speech ability in ways that tend to be different from that of their normally fluent peers. Clinicians have long recognized this and have used this reactivity to augment their evaluation of children whose fluency is problematic.This has generally been done in an informal manner or has involved one or another measure of speech-associated reactivity that has not been standardized and does not provide norms that permit a comparison between children who do or do not stutter. The current forms of the BAB test procedures have been updated and its wording has been made more understandable and meaningful to school-age children.They highlight the affective, behavioral, and cognitive reactions that a child has about his or her speech ability.This information aids the clinician in differential diagnostic determinations and in shaping the strategy and tactics of therapy that are relevant to the reactive needs of a child who stutters (CWS).They do so by providing the clinician with an 'inside view' of how a child feels, reacts to, and thinks about his or her speech in a way that compliments the clinician's observation of a youngster's behavior. Recently, we have added to the BAB, the KiddyCAT, a companion test procedure that measures the communication attitude of preschool and kindergarten children.The research data that have resulted from investigations with the KiddyCAT indicate that, as a group, preschool children who stutter have a speech-related attitude that is significantly more negative than that of their nonstuttering peers. This finding has considerable clinical significance. A child's KiddyCAT score can serve as a meaningful aid in the early detection and treatment of a child whose fluency is problematic.

In this unique book on tinnitus, the authors present germinal papers and abstracts published from 1841 to 1980. The purpose of this book is to create a link between the print literature that is available as part of the tinnitus legacy and the more accessible data available from 1980 to the present. With this book the historical writings become easily accessible for anyone looking for information on tinnitus. The abstracts will prove interesting not only as historical curiosities that help in the understanding of findings and treatment practices over the years, but also as inspirations for future research and lessons for ongoing practices in the management of tinnitus.

The KiddyCAT is a companion test to the Behavior Assessment Battery designed for use with children under the age of six. It enables effective assessment of the speech-associated attitude of preschool and kindergarten children. The instructions and the test items are specifically formulated at the linguistic level of this age group. The KiddyCAT is accompanied by a resource manual, a quick-access scoring key, and the methodology for data interpretation.