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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.

Assessing and Diagnosing Speech Therapy Needs in School is a unique text that offers practical guidance in pedagogical diagnosis of speech and communication difficulties within educational settingsIt outlines theoretical assumptions of the diagnosis process and presents hands-on solutions for pedagogical and speech therapy. Underpinned by theoretical knowledge and written by experienced practitioners, the book equips its readers with tools to understand the diagnostic process and make accurate diagnoses based on each child's individual circumstances. It starts by clearly distinguishing between pedagogy and speech therapy and outlines issues and theoretical considerations in diagnosing these disorders. To contextualize the theorical observations, it goes on to present case studies, and touches upon crucial topics including readiness to start education, tendency toward aggressive behavior, aphasia and hearing loss. The authors also elaborate on a range of selected diagnostic tools to assess specific difficulties in speech and language therapy. Finally, a list of resources, including games and exercises that can target reading, writing and articulation skills to help children develop, are also featured in the book.Highlighting the importance of practical and theoretical knowledge for those who work with children, this will be a valuable aid for teachers, special educators and speech and language therapists working within school settings. The book will also be of interest to students, teachers and trainee practitioners in the fields of speech therapy and special educational needs.

This book offers clinicians and students of speech-language pathology (SLP) a comprehensive look at the assessment, differential diagnosis, and treatment of childhood apraxia of speech (CAS). This book helps guide the SLP on which assessment tasks will provide the information needed to make a confident diagnosis of CAS at different stages of development, as well as best practices for treatment of CAS.

Dit is de 50e druk van Spreken en Zingen, het eerste Nederlandse leerboek over spreek- en zangtechnieken dat in 1886 voor het eerst verscheen. In de loop der jaren is de inhoud door diverse auteurs herzien en aangepast. Ook in deze 50e druk is de inhoud geactualiseerd. Alle figuren hebben een metamorfose ondergaan; ze zijn vernieuwd en voor het eerst in kleur uitgevoerd. In het boek worden de bouw en werking van de spraakorganen beschreven en worden vooral oefeningen voor de spreek- en zangstem en voor de articulatie van klinkers en medeklinkers gegeven. Uiteraard is er ook ruim aandacht voor de prosodie. In het afsluitende hoofdstuk reiken de auteurs oefenmateriaal aan dat gebruikt kan worden bij de opbouw van de beschreven oefeningen. Door de toegankelijke uitleg en de nadruk op oefeningen is Eldar, Spreken en Zingen onmisbaar voor allen die hun stem en spraak willen scholen of verbeteren, die in een spreekberoep of als zanger (willen) functioneren en uiteraard ook voor logopedisten (in opleiding). De oorspronkelijk auteur van Spreken en Zingen was A.M. Eldar, een pseudoniem voor Anna Fles. Zij had zang gestudeerd en in haar werk hield zij zich vooral bezig met het scholen van de stem en uitspraak van zangers. In de jubileumeditie van deze logopedische klassieker is een korte biografie van Anna Fles opgenomen.

This book explores how speech and language therapists can use a wide range of multi-modal therapy techniques to elicit speech sound. Due to the nature of the approach, there is a limited evidence base in the area, so this book draws on the authors'extensive experience, as well as testimonials from families who have been successfully supported by the approach, to offer a new and unique perspective for therapy. By using a total communication approach, the book provides clinicians with the confidence to be more open and experimental in their practice, when traditional routes are proving unsuccessful, to best meet the needs of clients with more complex clinical backgrounds.Chapters include the following: Setting the scene. Persistent speech sound disorders. Popular techniques. Adding the extra dimension. Case studies. How to run a Total Speech group. Total Speech shares success stories of how well-known techniques can be blended to achieve progress and results. It will be a useful addition to any speech and language therapist's therapy toolkit.

Designed to be used either independently or alongside the ‘Words Together'storybooks, Helping Children Find Their Voices is a guide for parents and practitioners supporting children in the early stages of learning to talk, specifically to understand and use two-word sentences. Written in a friendly and reassuring tone, the book untangles questions and concerns that many parents and practitioners share around language development, such as whether children are reaching important milestones, whether they benefit from screen-time and dummies, and what to do if there might be a problem. Key features of this book include: • Chapters that can either be followed consecutively, offering tips on how to encourage first words and the combining of words into two-word sentences, or dipped in-and-out of according to the individual child's level of development • Practical information and advice rooted in theory, giving parents and practitioners the confidence and background knowledge to support communication • Activities that can be integrated into everyday interactions, giving children the opportunity to hear simple sentence structures that they can progress towards in their own speech. Also available as part of a set, with four colourful picture books, this guide is an ideal resource for early years practitioners, parents, and those working with children who have delayed speech and language development.

Speech and language impairment can have a huge impact on cognitive development. Identifying what is going wrong - and what effective intervention looks like - can be daunting. Short of retraining you as a speech and language therapist, this thorough guide will give you everything you need to change that.An essential resource, the book contains a wide variety of online resources, including phonological and sound awareness documents, assessment tools, and recording forms that can be downloaded straight to your device, providing excellent materials and activities to use in the classroom.Written by speech and language therapists and designed exclusively for Early Years practitioners, this book provides a complete overview of how children acquire language and what language impairments look like at this age. You will find both strategic and practical advice on how to manage and encourage the development of speech and language skills. Creating the optimum communication environment for every child in your setting is an important part of what the book offers. Equally, practitioners are supported to be able to recognise the features of specific language difficulties such as Developmental Language Disorder (DLD) and feel confident to intervene when children are struggling.

Language and Literacy Connections: Intervention for School-Age Children and Adolescents takes readers on a path of knowledge steeped in principles and practical applications. This much-needed new text uniquely integrates language learning and disorders and literacy together in a coherent and cohesive narrative that covers the challenges facing school-age students from early elementary levels through high school. Using past and current research and interventions from speech-language pathology (SLP) and reading and literacy arenas, the authors present transcripts, cases, and detailed intervention sessions to provide a template for daily practice. The text raises questions relating to “why am I doing this?” and provides some answers to this most complex, yet basic, question.

Este libro es el resultado del trabajo investigativo y pedagógico de tres autoras: las M. Sc. María Caridad García Veliz y Adnerys Lozada Ortiz, y la Dra. C. Gudelia Fernández Pérez de Alejo; está distribuido en 48 páginas y, como su título lo indica, aborda lo relacionado con la organización del trabajo logopédico en las instituciones educativas y la metodología para la atención integral. Se lleva a cabo un perfeccionamiento para elevar la calidad en el sistema educacional y se pretenden fortalecer las experiencias y los saberes de los logopedas, quienes desarrollan las potencialidades de los niños con trastornos del lenguaje y la comunicación. Se plantean resoluciones y características de la lectura, comprensión, escritura, orientación familiar, discapacidad, trastornos, motricidad y audición, entre otros; además, se aprecia la documentación del logopeda en las instituciones educativas.

En este libro se aprecia la labor del logopeda y a su vez el papel del maestro, con un alto valor y una connotación relevante en la transmisión de la cultura, y particularmente en el aprendizaje de los contenidos en el ámbito escolar, desarrollando y empleando medios de comunicación. Esto exige para el futuro logopeda cuáles son los requisitos que deben acompañar un adecuado proceso comunicativo, qué puede hacer desde el currículo, cómo orientar a la familia, de manera que se genere un ambiente favorecedor del desarrollo cultural. Es tarea del especialista en logopedia colocar un exclusivo cuidado en el buen uso de la lengua materna, garantizando así una mejor interacción social en el ámbito educativo. Esto constituye, además, una herramienta básica para la comprensión y expresión de los fenómenos y procesos del mundo con el que día a día se enfrenta el alumno.

An essential building block of every speech-language pathologist's professional preparation, the second edition of this bestselling textbook is a comprehensive critical analysis of 21 interventions for highly prevalent speech sound disorders (SSD) in children. Bringing together a powerhouse team of international experts, this new edition has been revised and enhanced with current research, new interventions, more guidance on selecting interventions, and updated video clips that show the approaches in action. For each intervention, readers will get a clear explanation of its robust evidence base, plus thorough guidance on implementing the approach, monitoring progress, and using the intervention with children from culturally and linguistically diverse backgrounds.A key graduate-level text and an important professional resource for practicing SLPs, early interventionists, and special educators, this book will help readers choose and use the best interventions for children with phonological or motor-based speech disorders.WHAT'S NEW: 18 high-quality video clips that offer a vivid inside look at intervention techniques in action Expanded information on choosing interventions and implementing them with fidelityNew featured interventions, including Dynamic Temporal and Tactile Cueing, speech motor programming intervention, articulation interventions, and biofeedback approachesUp-to-date research on SSD and interventions, including Levels of Evidence tables that help readers evaluate the evidence base for each interventionIn-depth discussion of how the interventions relate to the World Health Organization's framework of enhancing participationNew learning activities that help readers apply their understanding of each interventionLearn more about the new editionThis title is part of the Brookes Communication and Language Intervention Series.

The collective monograph describes the logopaedic research on specific parameters of communication, including the use of voice and resonance, acquired phatic disorders, lexia and orthography, and physiological and pathological processes of the orofacial neurosensoral system, including the neurodevelopmental characteristics and swallowing disorders. The results are confronted by special pedagogy, psychology and relevant medical health disciplines, including eg physiotherapy, ENT and phoniatrics and others. The book reflects the results of the original research, their critical discussion and explicit synthesis for their further use by the professional clinical, school and counseling public.

Edited by world renown experts with contributions by a global cohort of authors, Auditory-Verbal Therapy: Science, Research, and Practice is highly relevant to today's community of practitioners of Auditory-Verbal Therapy (LSLS Cert. AVT), and to those who are working towards LSLS Cert. AVT certification. It is also an excellent resource for audiologists, speech-language pathologists, teachers of children who are deaf or hard of hearing, administrators, psychologists, cochlear implant surgeons, primary care physicians, social workers, and other allied health and education professionals. Although written primarily for practitioners, it will be a welcome resource for parents, family members, and other caregivers who love children who are deaf or hard of hearing, and for whom the desired outcomes are listening, spoken language, and literacy.

Gus loves to gulp yoghurt, but he is not the only one. Has he met his match?This picture book targets the /g/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.

Molly mouse wakes to find her Mummy has vanished, so she sets off to find her – meeting some interesting creatures along the way. This picture book targets the /m/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers. Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.

Tiger wakes from a dream to find a big bite on his tail – but can he discover who is the culprit? This picture book targets the /t/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers. Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.

Steven is having a birthday party, but it's a long journey to the party. Will me make it in time, and in one piece?This picture book targets /s/ blends, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.

Ben the bear loves to blow bubbles, but what happens when he tries to blow the biggest bubble in the world? This picture book targets the /b/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers. Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.

A day at the seaside sounds magical to Sally, who brings her bucket and spade for a sandcastle making adventure. This picture book targets the /s/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers. Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.

Lucas the Monkey loves to play soccer by the river, but he has a problem – Mr. Crocodile, who would love to make Lucas his dinner. This picture book targets the /k/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers. Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.

Speech Bubbles 1 is the first set in an exciting new series of picture books designed to be used by Speech Language Therapists/Pathologists, parents/caregivers, and teachers with children who have delayed or disordered speech sound development, children receiving speech therapy, or by those wanting to provide sound awareness activities for their children.The set includes eleven picture books that each target a different speech sound within the story. The set is also accompanied by a user guide with notes for professionals and caregivers alike. Eleven different speech sounds have been chosen that are early developing sounds, or sounds commonly targeted in speech language therapy. With titles such as Who Bit My Tail?, Crocodiles Can't Climb Trees and Ben the Bubble Bear, the stories are light and engaging, with colourful and fun pictures on every page to keep the child interested.Perfect not just for therapy, but also for encouraging early sound awareness and development, Speech Bubbles 1 will create the perfect relaxed learning and practice environment for children beginning their journey into phonological awareness, speech sounds and their positions in words.

Noodle loves to jump in muddy puddles, and his friends don't understand. Will he ever make a friend who accepts him? This picture book targets the /n/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers. Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.

Muffin is a quirky little fish full of fun ideas. What will he get up to next? This picture book targets the /f/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers. Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.

Spreken en Zingen verscheen in 1886 als het eerste Nederlandse leerboek over spreek- en zangtechnieken. A.M. Eldar, een pseudoniem voor Anna Fles, had zang gestudeerd en in haar werk hield zij zich vooral bezig met het scholen van de stem en uitspraak van zangers. Deze logopedische klassieker bestaat dus al meer dan 130 jaar en is nu opnieuw herzien. Na de behandeling van de bouw en werking van de spraakorganen richt Eldar, Spreken en Zingen zich vooral op oefeningen voor de spreek- en zangstem en voor de articulatie van klinkers en medeklinkers. Uiteraard is er ook ruim aandacht voor de prosodie. In het afsluitende hoofdstuk reiken de auteurs oefenmateriaal aan dat gebruikt kan worden bij de opbouw van de oefeningen: van eenlettergrepige woorden beginnend met een klinker naar langer durende monologen. De informatie in deze 49e druk is geactualiseerd en waar nodig aangevuld. Er zijn nieuwe therapieën toegevoegd met bijbehorende oefeningen. Ook is er een paragraaf over co-articulatie toegevoegd. Door de toegankelijke uitleg en de nadruk op oefeningen is Eldar, Spreken en Zingen onmisbaar voor allen die hun stem en spraak willen scholen of verbeteren, die in een spreekberoep of als zanger (willen) functioneren en uiteraard ook voor logopedisten (in opleiding). Dr. M.C. Franken is linguïst-logopedist en dr. M.M. Hakkesteegt is logopedist; beiden zijn verbonden aan het Erasmus MC in Rotterdam.

This book examines the current interaction among special and general educators and identifies how school-based speech-language pathologists (SLPS) best fit into a multitiered/response to instruction process. This essential resource addresses the very specific roles that different school-level professionals must play to make the system effective. No other text provides SLPs with such a comprehensive, schoolwide perspective on the different roles in the process, the different'languages'used by the professionals in those different perspectives.

This text presents practicing clinicians and graduate students with the skills necessary to provide evidence-based best practice services to young clients struggling to gain functional communication skills and their families. It also serves to broaden the understanding of early intervention within the field of speech-language pathology. Through research, real life scenarios, and practical documents the text presents positive advocacy for this population.

Aborda lo relacionado con la organización del trabajo logopédico en las instituciones educativas y la metodología para la atención integral. Se lleva a cabo un perfeccionamiento para elevar la calidad en el sistema educacional y se pretenden fortalecer las experiencias y los saberes de los logopedas, quienes desarrollan las potencialidades de los niños con trastornos del lenguaje y la comunicación. Se plantean resoluciones y características de la lectura, comprensión, escritura, orientación familiar, discapacidad, trastornos, motricidad y audición, entre otros; además, se aprecia la documentación del logopeda en las instituciones educativas.

Les enfants atteints d'un trouble déficit de l'attention/hyperactivité (TDAH) présentent souvent un trouble des apprentissages associé, pour lequel il est nécessaire de mettre en place une rééducation orthophonique. Compte tenu de la présence de difficultés attentionnelles et exécutives inhérentes au profil cognitif de ces enfants, il est primordial de prendre en charge leurs processus neuropsychologiques. Ainsi, afin de favoriser une prise de conscience par l'enfant de son mode de fonctionnement cognitif propre, les auteurs proposent une intervention basée sur une approche métacognitive. Par ce biais, elles cherchent à faciliter le transfert et la généralisation des compétences acquises. Cet ouvrage reprend toutes les connaissances théoriques actuelles sur le TDAH. Il passe en revue les moyens d'évaluer les processus attentionnels et les fonctions exécutives afin de compléter le bilan orthophonique. Une large place est laissée à la guidance parentale et aux aménagements scolaires. L'ouvrage offre des pistes concrètes pour la rééducation des capacités attentionnelles, des fonctions exéctuvies et du langage écrit en s'appuyant sur un modèle métacognitif, le modèle Réflecto.

Playing with S is a resource book for Nursery Practitioners, Teachers, Teaching Assistants, Carers, Speech and language Therapists and Speech and Language Therapy Assistants to use in order to help children to say S in their talking. It contains activities, games and ideas to use with children aged from 3 - 7 years old. It can also be used with older children who have learning difficulties. Each section contains simple, easy-to-follow instructions and practical tips to help support the child. All the materials can be photocopies and instructions are given to help make resources for activities. There are progress sheets in each section to record progress in a fun way. Sample session plans are also included. The resource: Is divided into eleven sections which follow the acquisition of speech sounds in typically developing children; mouth (oro-motor exercises); single speech sound; short words that begin with the speech sound; longer words that begin with the speech sound s; words that end with the speech sound; words that begin or end with s and have more than one syllable; words that have the speech sound s in the middle of the word; opportunities to use all the words presented in the resource in phrases and sentences in a variety of activities and games; instructions and resources for games, which can be played with words from all the sections in the book to provide extra practise; ideas for working on saying s in words and sentences in the nursery, classroom and home; and session plans containing ideas for using this resource with children. There are ideas for making the activities more challenging in the sections and tips on how to make the activities easier, so you can tailor what you are doing to suit each individual child. Age 3-7 302 pp, A4, Wire-0-bound + downloadable resources.

This photocopiable resource provides a clear structure to assist teachers, SENCOs, learning support assistants and speech language therapists in developing children's language from the concrete to the abstract. It is based on fifty picture and verbal scenarios that can be used flexibly with a wide range of ages and abilities. Quick, practical and easy to use in the classroom, this programme can be used with individual children, in small groups or can form the basis of a literacy lesson or speech language therapy session. Features: question sheets are carefully structured to promote children's development of inference, verbal reasoning and thinking skills; the three parallel assessments of spoken and written language can be used to assess each child's starting level and then to monitor progress; score forms and worksheets for each lesson are included. The book is particularly useful for children who are recognised as having delayed language skills, specific language impairment, Autism Spectrum Disorder (including Asperger's Syndrome), pragmatic language impairment or moderate learning difficulties. The 2nd Edition is now in full colour throughout and has been updated with a simplified introduction. All illustrations and worksheets will now be available online. Features: full colour throughout; new and revised illustrations; simplified introduction; online resources; illustrations and worksheets.

This extensively revised edition is now an up-to-date clinical text, with ideas on relating theory to current practice. It is an invaluable resource for those working with children who are dysfluent, containing revised chapters on all stages of dysfluency and practical ideas and suggestions for therapeutic approaches. Areas covered include: development of stammering; assessment of children who are dysfluent; early dysluency; borderline stammering; confirmed stammering; group therapy; and working with nurseries and schools.

Suitable for teachers and speech and language therapists working in the fields of language and literacy, and concerned with developing inferencing skills in their students, this book contains a collection of 300 texts which are graded, and lead the student gradually from simple tasks.

This series of wordless picture books aims to help children with speech, language and communication needs (SLCN) to develop their expressive sentence and narrative skills, through learning to tell each story. There are 10 stories that will be separated into two levels, geared towards advancing the child from simple to intermediate and complex sentences. The stories are written in the style of a film scroll and contain familiar events to ensure the story is understandable. The general formula of each story will be a disruption (often humorous) in familiar routines followed by resolutions. The accompanying guide will have strategies on how to teach and progress the child through each level and stage, and will have an additional skills section. Although this resource is primarily for SLCN, they could also be used for early years and reception. Kulvinder Kaur, Team Lead in Applied Behavioural Analysis (Intervention for Children with a Diagnosis of Autism), Gordon Primary School, Eltham.

Get quick access to the most up-to-date information on cleft palate speech therapy with The Clinician's Guide to Treating Cleft Palate Speech, 2nd Edition. This textbook features an easy-to-use format — including many bulleted lists, tables, and illustrations — to give you instant access to the answers you need surrounding the effects of clefts and non-cleft velopharyngeal inadequacy (VPI) on communication development in children. Updated information includes new content on interprofessional team decision-making, along with the diagnosis and management of the resulting disorders. Brief summaries cover the effects of clefts and non-cleft velopharyngeal inadequacy on communication development in children. Quick-reference format includes bulleted lists, tables, and boxes for easy access to key information needed in day-to-day practice. Special tips boxes feature hints and additional clinical information from the authors, and other recognized experts in the field of cleft palate management. NEW! Additional video clips demonstrate a broad range of speech disorders in children, examples of instrumental and noninstrumental assessment approaches, and effective therapy techniques. NEW! Content on interprofessional team decision making reflects an important expanding movement in healthcare nationally and internationally, and will be threaded throughout the guide to ensure users understand the ethics, compentencies, and skills required to practice in an interdisciplinary setting.

Combining years of experience as certified speech-language pathologists and as qualified yoga teachers, the authors of this pioneering book explain how yoga can be used to aid speech-language development in children up to age 12.The book includes a range of yoga-based exercises for improving pre-linguistic communication, vocabulary development and motor planning for speech. The text is enriched by illustrations of children in each yoga pose, so no prior experience of yoga is necessary to help children carry out each activity. The book also provides information on using this approach with children with neurodevelopmental and intellectual disabilities, including ADHD and autism.

This is the completely updated edition of the most comprehensive textbook available addressing assessment, diagnosis, and treatment of childhood apraxia of speech (CAS). This text is the definitive reference for students and professionals seeking current best practices in treating children with CAS. In addition to updating existing chapters with the most current evidence-based information available on CAS, this edition includes 5 new chapters.

Fonoaudiologia na Infância – Avaliação e Terapia reúne as experiências e vivências construídas durante muitos anos por um grupo de profissionais, tendo como foco a interdisciplinaridade e, como base, a atitude de respeito pelo saber do outro. Oferece suporte prático para estudantes e jovens fonoaudiólogos que desejem qualificar a sua forma de atuação. Cada capítulo é um ensaio sobre metodologias, estratégias, que oferecem algo mais que os manuais comuns. Fornecem a compreensão do posicionamento filosófico e conceitual de cada autor, além dos saberes necessários ao fonoaudiólogo para dar um atendimento de qualidade aos seus pacientes. Trata-se de uma obra que provoca e instiga discussões, debates e análises.

Communication is one of life's most fundamental joys, yet one often taken for granted until it is lost or fails to develop. Yet for millions of children each year, the skills that encompass communication stall or do not emerge at all. Even a mild disorder or temporary interruption in development can have long-term effects and result in serious and far-reaching deficits that touch every aspect of a child's life. Each year, millions of children and their families join the ranks of those who are navigating a life they never expected, and frequently feel they are unable to take on. While it is critical to address the child's deficits with supports and specific interventions, it is equally important to directly address the impact on the family, from the marital relationship to the well-being of siblings. With a warm and compassionate approach, Suzanne Ducharme provides parents with comprehensive information about speech and language development and the intervention process, but also delves deeply into the fears, concerns, and questions that every parent faces when something goes wrong. She provides families with information and resources, but also support and perspective. Using real stories throughout, Ducharme is able to illustrate the range of difficulties, challenges, and triumphs of families who love and support children with speech and language issues.

Dieses Buch beschäftigt sich mit der Entwicklung, Pilotierung und Evaluation eines theoriegeleiteten Steigerungssystems für den Erwerb der Verbzweitstellung bei spracherwerbsauffälligen Kindern auf der Grundlage des DYSTEL-Konzeptes. In zwei empirischen Studien analysiert die Autorin mittels einer Befragung von Sprachtherapeutinnen den Status quo der Anforderungen an das Kind in syntaktischen Therapien. Auf der Grundlage des Emergenz- und Finitheitsmodells leitet sie entwicklungsorientierte und strukturelle Kriterien für eine frühe produktive Erprobungsphase ab. Der Vorschlag zur Steigerung des Niveaus in Verbzweittherapien unterscheidet sich mit seiner Ausrichtung am entwicklungsdynamischen Fähigkeitsprofil der Kinder von den aktuell in der Praxis zugrunde gelegten Maßstäben und belegt in Prä-Post-Testvergleichen, dass das Konzept des Steigerns nach qualitativen Kriterien sinnvoll und erfolgreich ist.

Now in its fourth edition, formerly published as How to Manage Communication Problems in Young Children, this invaluable guide to understanding and helping children whose speech and/or language is delayed or impaired has been completely revised and updated, and provides readers with: Practical advice on how to recognise communication problems Strategies for supporting children with speech, language and communication needs Best practice guide for parents and professionals working in partnership Contributions from a wide-range of specialist speech and language therapists Reflecting new developments and current practice, this book is of interest to parents, early years'practitioners, students in education and speech and language therapy, and anyone interested in pursuing a career with young children in the foundation years. Written in an accessible style, it assumes no prior knowledge and includes a range of practical suggestions for dealing with children with all kinds of communication difficulties.

Intended as a practical approach to helping children who have spoken language difficulties because of general language delay or specific language impairment, this book contains ideas and activity sheets as well as structured guidance. Areas of language difficulty are identified, activities are suggested to meet these language needs and all this is supported by a developmental framework. This book also provides advice on classroom management and grouping, in addition to a bank of individual targets for IEPs which are linked to the activities and strategies suggested within the book. Suitable for non-specialists and specialists alike, many professionals find this book to be an invaluable resource, including mainstream teachers, teaching assistants, speech and language therapists working in schools, SENCOs, nursery nurses and special school teachers.

Completely revised and updated in light of the new SEND 2014 Code of Practice, this new edition describes the different types of difficulties experienced by pupils with speech, language and communication needs. It will help teachers and other professionals to feel more confident by providing expert guidance and practical strategies, and as a professional development tool, will also encourage outstanding practice by suggesting ideas and materials for in-house training sessions. The wide-ranging and accessible chapters explore topics including: Listening skills Phonological awareness Comprehension of language Activities for circle time Working with parents. Featuring useful checklists, templates and photocopiable resources, this practical resource contains a wealth of valuable advice and tried-and-tested strategies for identifying children and young people with speech, language and communication needs, ensuring they have the support they need to make exceptional progress.

Language, Corpus and Empowerment applies a novel corpus-driven approach to the exploration of the concept of empowerment in healthcare. The book proposes an innovative corpus-based methodology for finding evidence of empowerment in language use, using data from a video intervention delivered to families of deaf children, as well as assessing the effects of the intervention on the family. Language, Corpus and Empowerment provides a working definition of empowerment which incorporates concepts from linguistics and learning theory; uses corpus analysis to provide evidence of how video interventions can transform people's perspectives; examines this new methodology as a potential tool for analysing conversational data longitudinally and at a case-by-case level; demonstrates how a corpus-based methodological approach can be applied in conjunction with other language-based approaches, such as discourse analysis and conversation analysis, to explore the ways in which complex social processes occur in interaction; makes a valuable development in the assessment of the impact of healthcare interventions and the language of empowerment. Insightful and ground-breaking, Language, Corpus and Empowerment is essential reading for anyone undertaking research within corpus linguistics.

Parler deux ou plusieurs langues est une réalité bien vivante et un phénomène qui a toujours existé mais qui à l'heure de l'Europe et de la mondialisation prend, pour diverses raisons, de plus en plus d'ampleur. Prendre en charge un enfant qui est, ou est devenu, bilingue ou multilingue ne va pas de soi et soulève de nombreuses interrogations dont la plus récurrente est comment faire la part entre un décalage éventuel dû au bilinguisme et une vraie pathologie du langage? Cet ouvrage se propose de résoudre un certain nombre de ces interrogations. Une première partie expose l'état de la recherche, décrit certains programmes mis en place pour favoriser l'apprentissage des langues et aborde des études réalisées sur ce thème. Une deuxième partie apporte des éléments de réponse aux professionnels confrontés aux enfants multilingues et à leurs parents : comment les recevoir (surtout si on ne parle pas leur langue), comment pratiquer un bilan, quels tests appliquer et que valent ces tests, comment établir un diagnostic et quelles remédiations proposer. Ce livre s'adresse aux orthophonistes logopèdes, psychologues, neurolinguistes, enseignants, traducteurs, parents et étudiants de toute obédience. Un mot du titre : le terme bilinguisme ne correspondant plus à la réalité actuelle, notre choix s'est porté sur multilinguisme dans son acception la plus large : le fait qu'un individu soit capable de parler plusieurs langues quelles qu'en soient les raisons et les modalités.