| What Is Special About This Book? |
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xxiii | |
| Acknowledgments |
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xxix | |
| About the Author |
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xxxi | |
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Section 1 Welcome and Introduction |
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Chapter 1 Welcome to the Fantastic World of Research and Clinical Practice in Acquired Neurogenic Communication Disorders |
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3 | (8) |
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What Are Acquired Cognitive-Linguistic Disorders? |
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3 | (1) |
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Which Neurogenic Communication Disorders Are Not Acquired Language Disorders? |
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4 | (1) |
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What Is Clinical Aphasiology? |
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5 | (1) |
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What Is So Fantastic About the World of Neurogenic Communication Disorders? |
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5 | (2) |
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We Work With Wonderful People and Become Part of Their Rich Life Stories |
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5 | (1) |
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We Are Catalysts for Positive Change |
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6 | (1) |
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We Enjoy Empowerment of Others Through Advocacy and Leadership |
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6 | (1) |
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We Enjoy a Great Deal of Humor and Fascination |
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6 | (1) |
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We Enjoy Fantastic Local and Worldwide Professional Networks |
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6 | (1) |
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Our Work Is Multicultural and Multilingual |
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6 | (1) |
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6 | (1) |
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We Tap Into Our Most Scientific and Our Most Creative Selves at the Same Time |
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7 | (1) |
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We Have Rich Career Opportunities |
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7 | (1) |
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What Disciplines Are Relevant to Aphasia and Related Disorders? |
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7 | (1) |
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What Is Known About the Incidence and Prevalence of Acquired Neurogenic Language Disorders? |
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7 | (1) |
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Where Do Aphasiologists Work? |
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8 | (1) |
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What Is the Career Outlook for Clinical Aphasiologists? |
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8 | (2) |
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Learning and Reflection Activities |
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10 | (1) |
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Chapter 2 Becoming the Ultimate Excellent Clinician |
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11 | (16) |
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What Makes a Clinician Truly Excellent? |
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12 | (6) |
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What Can One Do to Become an Excellent Clinical Aphasiologist? |
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12 | (6) |
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How Do the People We Serve Characterize What They Most Want? |
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18 | (1) |
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What Are Some Traits of People Who Are Perceived as Unhelpful Clinicians? |
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18 | (1) |
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What Content Is Important to Master? |
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18 | (2) |
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What Credentials Are Required for a Career as an Aphasiologist? |
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20 | (1) |
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What Credentials May Aphasiologists Earn Beyond Their Basic Academic and Clinical Credentials? |
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21 | (1) |
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Is It Best to Specialize or Generalize? |
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21 | (1) |
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What Strategies Help Boost Career Development in Acquired Cognitive-Linguistic Disorders? |
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22 | (1) |
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What Organizations Support Professional Information Sharing and Networking Among Clinical Aphasiologists? |
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23 | (1) |
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Learning and Reflection Activities |
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23 | (4) |
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Chapter 3 Writing and Talking About the People With Whom We Work |
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27 | (10) |
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What Is Important to Consider in Writing and Talking About People With Neurogenic Cognitive-Linguistic Disorders? |
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27 | (3) |
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28 | (1) |
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Alternatives to the Word Patient |
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28 | (1) |
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29 | (1) |
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29 | (1) |
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29 | (1) |
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29 | (1) |
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What Are Important Nuances in Terms We Use to Refer to People Who Care for People With Neurogenic Cognitive-Linguistic Disorders? |
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30 | (1) |
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What Is the Difference Between the Terms Therapy and Treatment? |
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30 | (1) |
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30 | (1) |
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What Are Pros and Cons of Terms Used to Refer to SLPs? |
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31 | (1) |
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What Are the Preferred Terms When Referring to the Experts Who Work with People Who Have Neurogenic Communication Challenges? |
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31 | (1) |
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What Is Important to Keep in Mind Regarding Inclusive and Welcoming Language? |
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31 | (1) |
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What Other Terms Might Unintentionally Convey Negative Connotations? |
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32 | (1) |
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Why Are There Inconsistencies in the Prefixes Used in Terms for Characterizing Neurogenic Symptoms, and What Is the Rationale for Varied Prefix Choices? |
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32 | (5) |
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Learning and Reflection Activities |
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33 | (4) |
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Section II Foundations for Considering Acquired Neurogenic Language Disorders |
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Chapter 4 Defining and Conceptualizing Aphasia |
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37 | (14) |
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What Is a Good Way to Define Aphasia? |
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37 | (3) |
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37 | (1) |
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Aphasia Has a Neurological Cause |
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38 | (1) |
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Aphasia Affects Reception and Production of Language Across Modalities |
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38 | (1) |
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Aphasia Is Not a Speech, Intellectual, Sensory, or Psychiatric Disorder |
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38 | (2) |
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How Have Established Aphasiologists Defined Aphasia? |
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40 | (1) |
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What Are the Primary Frameworks for Conceptualizing Aphasia? |
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40 | (7) |
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Unidimensional Frameworks |
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40 | (2) |
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Multidimensional Frameworks |
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42 | (1) |
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42 | (1) |
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Cognitive Neuropsychological, Psycholinguistic, and Neurolinguistic Frameworks |
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43 | (2) |
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Biopsychosocial Frameworks |
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45 | (1) |
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45 | (1) |
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Social Determinants of Health Frameworks |
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46 | (1) |
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Other Historically Relevant Frameworks |
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46 | (1) |
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How Does One Choose a Preferred Framework for Conceptualizing Aphasia? |
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47 | (1) |
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How Are the Frameworks for Conceptualizing Aphasia Relevant to Other Neurogenic Language Disorders? |
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48 | (1) |
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Learning and Reflection Activities |
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48 | (3) |
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Chapter 5 The WHO ICF, Human Rights Perspectives, and Life Participation Approaches |
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51 | (6) |
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51 | (2) |
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How Is the WHO ICF Relevant to Ethics and Human Rights? |
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53 | (1) |
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How Is the WHO ICF Specifically Relevant to Intervention and Research in Rehabilitation? |
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53 | (1) |
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How Is the WHO ICF Specifically Relevant to People With Neurogenic Language Disorders? |
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54 | (1) |
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Learning and Reflection Activities |
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55 | (2) |
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Chapter 6 Etiologies of Acquired Neurogenic Language Disorders |
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57 | (18) |
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57 | (2) |
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What Are Stroke Risk Factors, and What Causes Stroke? |
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59 | (1) |
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What Are the Physiological Effects of Stroke? |
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60 | (1) |
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How Crucial Is Timing for Medical Treatment After a Stroke? |
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60 | (1) |
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How Is the Sudden Onset of Stroke Relevant to Supporting Patients and Families? |
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61 | (1) |
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What Is a Transient Ischemic Attack? |
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61 | (1) |
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61 | (1) |
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What Can Be Done to Prevent Stroke? |
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61 | (2) |
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Attending to Stroke Triggers |
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63 | (1) |
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64 | (2) |
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66 | (1) |
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What Are Concussion and Mild TBI? |
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67 | (1) |
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What Can Be Done to Prevent TBI? |
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68 | (1) |
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What Are Bacteria and Viruses? |
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68 | (1) |
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What Other Types of Infections Affect Cortical Function? |
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69 | (1) |
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69 | (1) |
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70 | (1) |
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What Are Diabetes Mellitus and Diabetic Encephalopathy? |
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70 | (1) |
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What Is Metabolic Syndrome? |
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71 | (1) |
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What Other Metabolic Disorders Cause Encephalopathy? |
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72 | (1) |
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What Is Neurodegenerative Disease? |
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72 | (1) |
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72 | (1) |
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What Is Mild Cognitive Impairment? |
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72 | (1) |
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What Is Primary Progressive Aphasia? |
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72 | (1) |
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What Are Some Special Challenges in Identifying Etiologies of Cognitive-Linguistic Disorders? |
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73 | (1) |
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Learning and Reflection Activities |
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73 | (2) |
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Chapter 7 Neurophysiology and Neuropathology of Acquired Neurogenic Language Disorders |
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75 | (26) |
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What Should SLPs Know About Neuroanatomy and Neurophysiology Associated With Neurogenic Cognitive-Linguistic Disorders? |
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76 | (2) |
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What Are Key Neurophysiological Principles Pertinent to Acquired Cognitive-Linguistic Disorders? |
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78 | (2) |
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Specialization of Structure and Function |
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78 | (1) |
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Interconnectivity Throughout the Brain |
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79 | (1) |
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79 | (1) |
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What Is the Most Clinically Pertinent Knowledge an Aphasiologist Should Have About the Blood Supply to the Brain? |
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80 | (3) |
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What Factors Affect a Person's Prognosis for Recovery From a Stroke or Brain Injury? |
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83 | (1) |
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Why Is It Important for Clinical Aphasiologists to Know About the Visual System? |
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84 | (1) |
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What Aspects of the Visual System Are Most Relevant to People With Neurogenic Language Disorders? |
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85 | (4) |
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Anatomy and Physiology Associated With Visual Deficits |
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85 | (4) |
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How Are Visual Field Deficits Characterized? |
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89 | (4) |
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What Are Ocular Motor Deficits? |
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93 | (1) |
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What Are Visual Attention Deficits? |
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93 | (1) |
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What Are Higher-Level Visual Deficits? |
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93 | (1) |
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What Aspects of the Neurophysiology of Hearing Are Most Relevant to People With Neurogenic Language Disorders? |
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94 | (1) |
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Learning and Reflection Activities |
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95 | (1) |
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Supplemental Review of Neuroanatomy Related to Aphasiology |
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96 | (1) |
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Supplemental Review of Blood Supply to the Brain |
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96 | (2) |
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Supplemental Review of the Visual System |
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98 | (1) |
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Supplemental Review of the Auditory System |
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98 | (3) |
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Chapter 8 Neuroimaging and Other Neurodiagnostic Instrumentation |
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101 | (14) |
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What Are the Most Relevant Neuroimaging Techniques for Aphasiologists to Know About? |
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101 | (9) |
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Computed Axial Tomography (CAT or CT) |
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101 | (2) |
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Magnetic Resonance Imaging (MRI) |
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103 | (6) |
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Single Photon Emission Computed Tomography (SPECT) |
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109 | (1) |
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109 | (1) |
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What Other Neurodiagnostic Methods Are Important for Aphasiologists to Know About? |
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110 | (3) |
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Electroencephalography (EEG) |
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110 | (1) |
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111 | (1) |
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112 | (1) |
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Learning and Reflection Activities |
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113 | (2) |
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Chapter 9 Aging, Which Is Not a Disorder, and Its Relevance to Aphasiology |
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115 | (16) |
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115 | (1) |
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What Are Key Theories About Aging That Are Especially Relevant to Cognition and Communication? |
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116 | (1) |
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116 | (1) |
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How Are Demographic Shifts in Aging Populations Relevant to Clinical Aphasiologists? |
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117 | (1) |
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What Are Normal Changes in the Brain as People Age? |
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117 | (1) |
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What Are Positive Aspects of the Aging Brain? |
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118 | (3) |
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118 | (1) |
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119 | (1) |
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119 | (1) |
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120 | (1) |
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120 | (1) |
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121 | (1) |
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What Are General Guidelines for Differentiating Normal From Impaired Language in Older Adults? |
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121 | (1) |
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What Theories Have Been Proposed to Account for Cognitive-Linguistic Changes With Aging? |
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121 | (3) |
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Resource Capacity Theories |
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123 | (1) |
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123 | (1) |
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Context-Processing Deficiency Theories |
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123 | (1) |
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Signal Degradation Theories |
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123 | (1) |
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Transmission Deficit Theories |
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123 | (1) |
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Speed-of-Processing Theories |
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124 | (1) |
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124 | (1) |
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What Can Be Done to Ensure the Best Preservation of Language Abilities as People Age? |
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124 | (1) |
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What Is Elderspeak, and How May We Raise Awareness About It? |
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124 | (2) |
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What Sensitivities Related to Ageism Are Important for Aphasiologists to Demonstrate? |
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126 | (1) |
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Learning and Reflection Activities |
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127 | (4) |
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Section III Features, Sysptoms, and Syndromes in the Major Categories of Cognitive-Linguistic Disorders |
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Chapter 10 Syndromes and Hallmark Characteristics of Aphasia |
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131 | (14) |
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How Are the Types of Aphasia Classified? |
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131 | (1) |
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What Are the Classic Syndromes of Aphasia, and What Are the Hallmark Characteristics of Each? |
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132 | (8) |
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Expressive /Receptive, Nonfluent/Fluent, and Anterior /Posterior Dichotomies |
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132 | (2) |
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Classic Aphasia Classification |
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134 | (1) |
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134 | (3) |
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137 | (2) |
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139 | (1) |
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140 | (1) |
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Transcortical Sensory Aphasia |
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140 | (1) |
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Transcortical Motor Aphasia |
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140 | (1) |
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Mixed Transcortical Aphasia |
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140 | (1) |
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What Is Primary Progressive Aphasia? |
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140 | (1) |
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What Other Syndromes of Aphasia Are There, and What Are Their Characteristics? |
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141 | (1) |
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141 | (1) |
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141 | (1) |
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141 | (1) |
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How Might Dyslexia and Dysgraphia Be Conceptualized as Symptoms Versus Syndromes? |
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142 | (1) |
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What Are Limitations of Classification Systems Based on Relating Function to Neuroanatomical Structure? |
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142 | (1) |
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Learning and Reflection Activities |
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143 | (2) |
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Chapter 11 Cognitive-Communicative Challenges Associated With Traumatic Brain Injury |
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145 | (8) |
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Why Is It Hard to Generalize About TBI Survivors? |
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145 | (1) |
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What Communication Symptoms Are Likely to Be Experienced by TBI Survivors |
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146 | (2) |
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What Are Special Challenges for War- and Terrorism-Related TBI Survivors? |
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148 | (1) |
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What Are Special Considerations for Clinicians Working With TBI Survivors? |
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148 | (1) |
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148 | (1) |
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Interdisciplinary Collaboration |
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149 | (1) |
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149 | (1) |
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What Are Special Challenges Faced by TBI Survivors in Health Care Contexts? |
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149 | (1) |
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What Special Economic Considerations Affect Clinical Work With TBI Survivors? |
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150 | (1) |
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Learning and Reflection Activities |
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151 | (2) |
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Chapter 12 Cognitive-Communicative Disorders Associated With Right Hemisphere Syndrome |
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153 | (10) |
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What Is Right Hemisphere Syndrome? |
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153 | (1) |
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How May RHS Affect Communication and Life Participation? |
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154 | (5) |
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Conversation, Discourse, Pragmatics |
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154 | (1) |
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Combined Receptive and Expressive Challenges |
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154 | (2) |
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156 | (1) |
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157 | (1) |
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158 | (1) |
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158 | (1) |
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Executive Function Challenges |
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158 | (1) |
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Visual-Perceptual Impairments |
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158 | (1) |
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Auditory-Perceptual Impairments |
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159 | (1) |
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Reading and Writing Impairments |
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159 | (1) |
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What Are Special Challenges That SLPs Face in Serving People With RHS? |
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159 | (1) |
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Underdiagnosis and Lack of Awareness of RHS |
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159 | (1) |
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159 | (1) |
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Identifying Neurological Structure-Function Relationships |
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160 | (1) |
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Characterizing What Is Normal |
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160 | (1) |
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What Are Special Challenges Faced by People With RHS in Health Care Contexts? |
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160 | (1) |
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Learning and Reflection Activities |
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161 | (2) |
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Chapter 13 Cognitive-Communicative Disorders in Primary Progressive Aphasia and Dementia |
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163 | (12) |
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What Neurodegenerative Conditions Most Commonly Affect Cognitive-Linguistic Abilities? |
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163 | (1) |
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What Are General Types of Cognitive-Communicative Impairments in People |
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164 | (1) |
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With MCI and Dementia? What Communication Challenges Are Typically Associated With MCI and Dementia? |
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164 | (2) |
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What Symptoms Are Associated With Common Forms of Dementia? |
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166 | (2) |
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166 | (1) |
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167 | (1) |
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Dementia With Lewy Bodies (DLB) |
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167 | (1) |
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Parkinson's-Associated Dementia |
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167 | (1) |
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Frontotemporal Dementia (FTD) |
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167 | (1) |
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168 | (1) |
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168 | (1) |
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Creutzfeldt-Jakob Disease |
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168 | (1) |
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168 | (1) |
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What Are Symptoms of the Primary Forms of PPA? |
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168 | (1) |
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Is There Such a Thing as "Reversible" Dementia? |
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169 | (2) |
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What Are Implications of an Incorrect Diagnosis of Dementia? |
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171 | (1) |
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What Is the Role of the SLP in Working With People Who Have PPA and Dementia? |
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171 | (1) |
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Learning and Reflection Activities |
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172 | (3) |
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Section IV Delivering Excellent Services |
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Chapter 14 Contexts for Providing Excellent Services |
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175 | (18) |
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What Do SLPs Who Specialize in Neurogenic Communication Disorders Do? |
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175 | (1) |
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Clinical Intervention (Screening, Assessment, Treatment, Counseling, Educating) |
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175 | (1) |
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Interprofessional Collaboration and Interdisciplinary Learning |
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175 | (1) |
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176 | (1) |
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Marketing, Negotiating Contracts, Billing, Recordkeeping, Documentation |
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176 | (1) |
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Scheduling and Coordinating Care, Quality Assurance, and Fundraising Leadership and Management |
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176 | (1) |
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176 | (1) |
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176 | (1) |
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In What Types of Settings Do We Provide Clinical Services? |
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176 | (4) |
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176 | (1) |
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177 | (1) |
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Health Maintenance Organizations |
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177 | (1) |
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Skilled Nursing and Long-Term Care Facilities |
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177 | (1) |
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Continuing Care Retirement Communities (CCRCs) |
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177 | (1) |
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178 | (1) |
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Private Practice and Not-for-Profit Clinics |
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178 | (1) |
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178 | (1) |
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179 | (1) |
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179 | (1) |
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179 | (1) |
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In What Ways May Services Be Provided at a Distance? |
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180 | (2) |
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With What Types of Teams Do Clinical Aphasiologists Engage? |
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182 | (1) |
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182 | (1) |
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Where Does the Money Come From to Pay for SLP Services? |
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183 | (2) |
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Government-Sponsored Programs |
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183 | (1) |
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184 | (1) |
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184 | (1) |
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185 | (1) |
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185 | (1) |
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How Do Service-Providing Agencies Get Paid? |
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185 | (1) |
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What Makes Services Provided by SLPs Reimbursable? |
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185 | (3) |
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Effective Documentation Meeting All Requirements for Reimbursement |
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185 | (1) |
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186 | (1) |
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Preauthorization for Services by the Third-Party Payer |
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186 | (1) |
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Evidence That the Services Are Actually Covered by the Plan |
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186 | (1) |
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Evidence of the Need for Skilled Services |
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186 | (1) |
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Confirmation That the Methods Used Are Evidence Based |
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187 | (1) |
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Documentation of the Life-Affecting Nature of Services |
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187 | (1) |
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Evidence of Treatment Progress |
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187 | (1) |
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Good Relationships With Decision Makers at Third-Party Payer Agencies |
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188 | (1) |
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What Are the Primary Reasons for Which Reimbursements for SLP Services Are Denied? |
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188 | (1) |
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What Do We Do if We Are Denied Reimbursement for Our Services? |
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188 | (1) |
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How Do Health Care Finance and Cost-Control Systems Affect Clinical Services? |
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189 | (1) |
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What Are the Impacts of Health Care Cost Cutting and Cost Control on Services for People With Neurogenic Communication Challenges? |
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189 | (3) |
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Learning and Reflection Activities |
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192 | (1) |
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Chapter 15 Engaging Proactively in Advocacy and Legal and Ethical Concerns |
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193 | (16) |
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How May Clinicians and the People We Serve Promote Access to SLP Services and Communication Support? |
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193 | (10) |
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Enhance Awareness of Communication as a Human Right |
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194 | (1) |
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Raise Awareness About Neurogenic Communication Challenges and Ways to Support People and Loved Ones Coping With Them |
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195 | (5) |
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Help Educate Professionals in Health Care Contexts |
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200 | (1) |
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201 | (1) |
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Advocate for Reduced Medicalization of Communication Disabilities |
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202 | (1) |
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Promote Community-Based Approaches |
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202 | (1) |
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Expand Knowledge Translation |
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203 | (1) |
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How Are Human Rights, Morality, Ethics, and Law Relevant to Advocacy for People With Acquired Neurogenic Disorders of Language and Cognition? |
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203 | (1) |
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What Is the Role of the SLP in Supporting the Rights of Individuals With Aphasia and Related Disorders? |
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204 | (1) |
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How Do SLPs Engage in Decisions Regarding Competence and Decision-Making? |
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205 | (1) |
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How Might Financial Conflicts of Interest Affect the Practice of Clinical Aphasiologists? |
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206 | (1) |
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Learning and Reflection Activities |
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207 | (2) |
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Chapter 16 Clinical Aphasiology Around the World |
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209 | (10) |
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What Global Trends Are Affecting the Incidence and Prevalence of Neurogenic Communication Disorders? |
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209 | (1) |
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A Rapidly Expanding Aging Population |
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209 | (1) |
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Ongoing Demographic Shifts |
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210 | (1) |
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Increasing and Disproportionate Incidence and Prevalence of Conditions That Cause Neurogenic Communication Disorders |
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210 | (1) |
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Health Care and Prevention Infrastructure Challenges |
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210 | (1) |
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Global Health Priorities Undermining Essential Values |
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210 | (1) |
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What Are Important Priorities for Global Capacity Building to Serve People With Acquired Neurogenic Communication Disorders? |
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210 | (2) |
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Build Culturally Contextualized Academic and Clinical Programs |
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210 | (1) |
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Expand Life Participation Approaches |
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211 | (1) |
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Attend to Cultural Aspects of Health, Aging, and Disability That May Affect Receptivity to Services |
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211 | (1) |
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What Are Key Challenges to Enhancing Global Engagement in Acquired Neurogenic Communication Disorders? |
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212 | (1) |
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What Are Important Ethical Considerations for Aphasiologists Engaging in Transnational Work? |
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213 | (2) |
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Learning and Reflection Activities |
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215 | (4) |
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Section V Strategic and Meaningful Assessment |
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Chapter 17 Best Practices in Assessment |
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219 | (16) |
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Where and When Does Assessment Happen? |
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219 | (1) |
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Assessment Happens Throughout Intervention |
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219 | (1) |
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Treatment Begins the Moment Assessment Starts |
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219 | (1) |
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What Are the Purposes of Assessment? |
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219 | (1) |
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What Aspects of Assessment Are Truly Relevant to Actual Clinical Practice? |
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220 | (1) |
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What Are the Best Practices in Assessment of Acquired Neurogenic Language Disorders? |
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221 | (12) |
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Do Not Underestimate How Impactful Your Role Is |
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221 | (1) |
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221 | (1) |
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Keep the Person at the Center of the Process |
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221 | (1) |
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Focus on Life Participation Goals From the Start |
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222 | (1) |
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222 | (2) |
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224 | (1) |
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Ensure the Best Possible Assessment Conditions |
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224 | (1) |
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Be Strategic in Setting the Location |
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224 | (1) |
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Be Strategic About Timing |
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224 | (1) |
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Include Others in the Process |
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224 | (1) |
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Be Mindful of Multiple Perspectives on Real-Life Impacts of Communication Disability |
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224 | (1) |
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Speak Directly to the Person |
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225 | (1) |
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226 | (1) |
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Appreciate That Experts, Not Tests, Are What Determine Diagnoses |
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227 | (1) |
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Attend to Cultural and Linguistic Differences |
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227 | (6) |
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Learning and Reflection Activities |
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233 | (2) |
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Chapter 18 Psychometrics of Assessment and Components of Assessment Processes |
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235 | (16) |
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What Psychometric Properties Should Be Addressed in Assessment Processes? |
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235 | (2) |
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What Are Potentially Confounding Factors? |
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237 | (5) |
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Factors Related to Concomitant Challenges to Health and Well-Being |
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237 | (1) |
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237 | (1) |
|
Assessment Context Factors |
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237 | (1) |
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237 | (5) |
|
What Is Entailed in Screening for Acquired Neurogenic Language Disorders? |
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242 | (3) |
|
What Are the Typical Components of a Comprehensive Assessment Process? |
|
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245 | (1) |
|
What Information Is Pertinent to Collect During the Case History? |
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246 | (1) |
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Learning and Reflection Activities |
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247 | (4) |
|
Chapter 19 Problem-Solving Approaches to Differential Diagnosis and Confounding Factors |
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251 | (24) |
|
How Are Potentially Confounding Factors Relevant to Differential Diagnosis? |
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251 | (1) |
|
What Are Important Potentially Confounding Factors in Language Assessment, and How Do We Address Them? |
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252 | (18) |
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252 | (1) |
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Intelligence, Literacy, and Education |
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252 | (1) |
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253 | (6) |
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259 | (1) |
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260 | (3) |
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263 | (1) |
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Dysgraphia and Other Writing Deficits |
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263 | (1) |
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Problems of Awareness and Arousal |
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263 | (2) |
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265 | (1) |
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Lack of Awareness of Deficits |
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266 | (1) |
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Executive Function Deficits |
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266 | (1) |
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267 | (1) |
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267 | (1) |
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Other Concomitant Cognitive and Linguistic Deficits |
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267 | (1) |
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Depression and Other Mood Disorders |
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268 | (1) |
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269 | (1) |
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270 | (1) |
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Other Challenges to Health and Well-Being |
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270 | (1) |
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How Does a Process Analysis Approach to Assessment Help Address Potentially Confounding Factors? |
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270 | (3) |
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Learning and Reflection Activities |
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273 | (2) |
|
Chapter 20 Tests, Scales, and Screening Instruments |
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275 | (38) |
|
What Are the Most Important Factors in Selecting an Assessment Instrument? |
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275 | (7) |
|
What Is the Reason for Your Assessment? |
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|
275 | (2) |
|
Who, Specifically, Is Being Assessed? |
|
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277 | (1) |
|
Does It Provide an Appropriate Index of the Constructs You Wish to Assess? |
|
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278 | (1) |
|
Does the Tool Allow for Alternative Response Modes in Cases Where Clients May Have Trouble With Traditional Response Modes? |
|
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278 | (1) |
|
Might Instructions and Tasks Involved Confound Results? |
|
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279 | (1) |
|
What Is the Quality of a Given Tool? |
|
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279 | (1) |
|
Is It Up to Date and Appropriate in Terms of Content? |
|
|
280 | (1) |
|
Does the Tool Complement Your Own Preferences and Preferred Theoretical Frameworks? |
|
|
280 | (1) |
|
How Practical Is the Tool Under Consideration? |
|
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281 | (1) |
|
Do Others on Your Rehabilitation Team Understand the Results You Report and Your Interpretation of Them? |
|
|
282 | (1) |
|
What Are the Most Important Factors in Evaluating Assessment Instruments? |
|
|
282 | (1) |
|
What Assessment Tools Are Available? |
|
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282 | (30) |
|
Learning and Reflection Activities |
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312 | (1) |
|
Chapter 21 Discourse and Conversation as Vital Aspects of Assessment |
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313 | (14) |
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|
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313 | (1) |
|
What Are General Categories, Types, or Genres of Discourse? |
|
|
314 | (1) |
|
What Is Conversational or Discourse Analysis? |
|
|
315 | (1) |
|
Why Is Discourse Sampling and Analysis Important? |
|
|
315 | (1) |
|
Discourse, Especially the Social Use of Language, Is Highly Relevant to Every Type of Acquired Neurogenic Disorder |
|
|
315 | (1) |
|
Discourse Analysis Helps Determine Strengths and Weaknesses Not Evident Through Other Forms of Assessment |
|
|
315 | (1) |
|
Discourse Analysis May Yield Critical Information for Differential Diagnosis |
|
|
316 | (1) |
|
Discourse Analysis Is Vital to Treatment Planning |
|
|
316 | (1) |
|
Discourse Analysis Is an Essential Aspect of Research |
|
|
316 | (1) |
|
What Are Key Strategies for Sampling Discourse? |
|
|
316 | (2) |
|
What Are Key Measures for Indexing Discourse Competence? |
|
|
318 | (5) |
|
What Are Best Practices in Interpreting Discourse Analysis Results? |
|
|
323 | (1) |
|
What Challenges Do Aphasiologists Face in Applying Discourse Analysis in Clinical Practice and Research? |
|
|
324 | (1) |
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324 | (1) |
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324 | (1) |
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324 | (1) |
|
Clear Communication and Perceived Relevance |
|
|
324 | (1) |
|
Replicability and Variability in the Evidence Base |
|
|
324 | (1) |
|
How May Aphasiologists Confront Challenges in Applying Discourse Analysis in Clinical Practice and Research? |
|
|
325 | (1) |
|
Learning and Reflection Activities |
|
|
325 | (2) |
|
Chapter 22 Documenting Assessment Results and Considering Prognosis |
|
|
327 | (16) |
|
What Are Best Practices in Sharing Assessment Results With Adults Who |
|
|
327 | (2) |
|
Have Acquired Cognitive-Linguistic Disorders and the People Who Care About Them? How Do We Best Make Judgments About Prognosis? |
|
|
328 | (1) |
|
What Are Best Practices for Reporting Assessment Results in Writing? |
|
|
329 | (1) |
|
What Information Is Typically Included in Assessment Reports? |
|
|
330 | (1) |
|
What Abbreviations Are Commonly Used in Clinical Reporting? |
|
|
330 | (10) |
|
Learning and Reflection Activities |
|
|
340 | (3) |
|
Section VI Theories and Best Practices in Intervention |
|
|
|
Chapter 23 Best Practices in Intervention |
|
|
343 | (14) |
|
What Are the Best Practices in the Treatment of Neurogenic Language Disorders? |
|
|
343 | (7) |
|
Embrace Communication as a Human Right |
|
|
343 | (1) |
|
Recognize Assessment as an Ongoing Intervention Process |
|
|
343 | (1) |
|
|
|
344 | (1) |
|
Include Family Members, Caregivers, and Others Whose Roles Are Relevant |
|
|
344 | (1) |
|
Have a Clear Sense of Purpose and Goals |
|
|
344 | (1) |
|
Engage Communication Partners Outside of the Client's Immediate Circle of Friends and Family |
|
|
345 | (1) |
|
Embrace Cultural and Linguistic Differences |
|
|
345 | (1) |
|
|
|
345 | (1) |
|
|
|
345 | (1) |
|
Consider Optimal Locations and Conditions |
|
|
345 | (1) |
|
Focus on Functional Communication |
|
|
346 | (1) |
|
Engage the Person Actively and Meaningfully in Goal Setting |
|
|
347 | (1) |
|
Focus on Relevant Material |
|
|
348 | (1) |
|
|
|
348 | (1) |
|
Be an Interprofessional Team Player |
|
|
348 | (1) |
|
Integrate Evidence-Based Practice With Practice-Based Evidence |
|
|
349 | (1) |
|
|
|
349 | (1) |
|
Encourage Aphasia-Friendly Communication |
|
|
349 | (1) |
|
Attend to Behavioral Challenges That Impede Successful Interactions |
|
|
350 | (1) |
|
What Does the Excellent Clinical Aphasiologist Know About Evidence-Based Practice? |
|
|
350 | (3) |
|
Where Can We Find Pertinent Information to Support Evidence-Based Practice? |
|
|
353 | (1) |
|
How Does the Excellent Clinician Integrate Evidence-Based Practice With Practice-Based Evidence? |
|
|
353 | (2) |
|
How May Excellent Clinicians Support Knowledge Translation Through Implementation and Systems Science? |
|
|
355 | (1) |
|
Learning and Reflection Activities |
|
|
355 | (2) |
|
Chapter 24 Treatment Theories and Types of Treatment to Enhance Language and Cognition Across All People With Neurogenic Communication Challenges |
|
|
357 | (12) |
|
What Are the Purposes of Treatment Methods? |
|
|
357 | (1) |
|
What Are the Mechanisms of Recovery After Stroke and Brain Injury? |
|
|
358 | (1) |
|
How May Behavioral Treatment Facilitate Brain Recovery? |
|
|
359 | (1) |
|
How May Pharmacological Agents Facilitate Brain Changes? |
|
|
359 | (1) |
|
How May Brain Stimulation Facilitate Brain Changes? |
|
|
360 | (1) |
|
What Other Types of Intervention May Facilitate Brain Changes? |
|
|
361 | (1) |
|
Can We Differentiate Spontaneous Recovery From Progress Made Through Treatment? |
|
|
362 | (1) |
|
What Are the Optimal Times During Recovery to Initiate Treatment? |
|
|
362 | (1) |
|
What Is the Optimal Focus of Initial Treatment Soon After a Stroke or Brain Injury? |
|
|
362 | (1) |
|
Focus on Communication Needs |
|
|
362 | (1) |
|
Counsel and Share Information |
|
|
362 | (1) |
|
|
|
363 | (1) |
|
Consider the Balance of Compensatory With Restitutive Approaches |
|
|
363 | (1) |
|
Consider Pros and Cons of Focusing on Attention |
|
|
363 | (1) |
|
What Is the Optimal Intensity and Duration of Treatment? |
|
|
363 | (1) |
|
What Is the Best Level of Complexity for Treatment Foci? |
|
|
364 | (1) |
|
What Other Treatment Parameters Are Important to Consider? |
|
|
365 | (1) |
|
How Might Intervention in Neurodegenerative Conditions Slow Cognitive-Linguistic Decline? |
|
|
365 | (1) |
|
What Is the Best Time to Initiate Treatment With People Who Have Neurodegenerative Conditions? |
|
|
366 | (1) |
|
Learning and Reflection Activities |
|
|
366 | (3) |
|
Section VII General Approaches to Treatment |
|
|
|
Chapter 25 General Approaches for Enhancing Cognitive-Linguistic Abilities in Traumatic Brain Injury, Stroke Survivors, and People With Primary Progressive Aphasia and Dementia |
|
|
369 | (20) |
|
What Is Treatment Fidelity, and How Is It Relevant to Clinical Aphasiology? |
|
|
369 | (1) |
|
What General Social and Life Participation Approaches Are Applicable to Treatment? |
|
|
370 | (2) |
|
Life Participation Approach to Aphasia |
|
|
370 | (1) |
|
|
|
371 | (1) |
|
What General Treatment Methods Fit Within Social and Life Participation Models? |
|
|
372 | (6) |
|
Total Communication Approaches |
|
|
372 | (1) |
|
Parmer and Caregiver Training |
|
|
373 | (1) |
|
|
|
374 | (1) |
|
Workplace Immersion Programs |
|
|
374 | (1) |
|
Aphasia Mentoring Programs |
|
|
375 | (1) |
|
|
|
375 | (1) |
|
|
|
376 | (1) |
|
|
|
376 | (2) |
|
Other Socially Focused Programs |
|
|
378 | (1) |
|
What General Cognitive Neuropsychological Approaches Are Applicable to Treatment? |
|
|
378 | (1) |
|
What Is Cognitive Rehabilitation? |
|
|
379 | (2) |
|
What Is the Stimulation-Facilitation Approach? |
|
|
381 | (1) |
|
How May Group Treatment Be Implemented, and How Can It Help People With Aphasia and Related Disorders? |
|
|
381 | (1) |
|
How May AAC, Apps, and Software Be Used to Support Communication and Aid in Treatment? |
|
|
382 | (3) |
|
Alternative and Augmentative Communications |
|
|
382 | (3) |
|
What Are Intensive and Residential Aphasia Programs, and How Can They Help People With Aphasia and Related Disorders? |
|
|
385 | (2) |
|
Learning and Reflection Activities |
|
|
387 | (2) |
|
Chapter 26 Facilitating Communication in People With Primary Progressive Aphasia and Dementia |
|
|
389 | (14) |
|
What Are Special Service Delivery Challenges for Serving People With PPA and Dementia? |
|
|
389 | (1) |
|
How Is Working With People Who Have PPA and Dementia Recognized as a Component of the SLP's Scope of Practice? |
|
|
390 | (1) |
|
What SLP Services for People With Dementia Are Reimbursable? |
|
|
390 | (1) |
|
What Types of Direct Treatment May Help People With PPA and Dementia? |
|
|
391 | (1) |
|
What Are Important Approaches for Caregiver Coaching, Training, and Support? |
|
|
392 | (1) |
|
What Are Memory Books and Memory Wallets, and How Are They Implemented? |
|
|
393 | (2) |
|
What Is Spaced Retrieval Training, and How Is It Implemented? |
|
|
395 | (2) |
|
What Is the FOCUSED Program, and How Is It Implemented? |
|
|
397 | (1) |
|
What Are Montessori Approaches to Dementia Management? |
|
|
397 | (2) |
|
What Are Additional Forms of Programming to Support People With PPA and Dementia? |
|
|
399 | (1) |
|
In What Other Ways May Clinical Aphasiologists Professionally Support the Communication Needs of People With PPA and Dementia and the People Who Care About Them? |
|
|
400 | (1) |
|
Learning and Reflection Activities |
|
|
400 | (3) |
|
Chapter 27 Counseling and Life Coaching |
|
|
403 | (16) |
|
How Might an SLP Become an Effective Counselor and Coach? |
|
|
403 | (1) |
|
Is the SLP Working With Adults to Be a Counselor, Life Coach, or Both? |
|
|
404 | (1) |
|
What Are Important Considerations Related to Counseling and Scope of Practice? |
|
|
405 | (1) |
|
How Might a Speech-Language Clinician Adopt a Counseling Mindset? |
|
|
406 | (1) |
|
How Does a Clinician Listen and Respond Empathetically and Compassionately? |
|
|
406 | (1) |
|
How Do We Promote a Positive Outlook Without Conveying a Pollyanna Attitude? |
|
|
407 | (1) |
|
How Might Multicultural Differences Affect Counseling and Coaching? |
|
|
407 | (1) |
|
How Might Counseling Moments Be Influenced by the Time Course of Recovery and Intervention? |
|
|
407 | (2) |
|
Counseling Following a Traumatic Change |
|
|
408 | (1) |
|
Counseling at the Start of Intervention |
|
|
409 | (1) |
|
Counseling Related to Assessment Results and Sharing Prognosis |
|
|
409 | (1) |
|
Counseling During Treatment |
|
|
409 | (1) |
|
|
|
409 | (1) |
|
How May Coaching Enhance Self-Advocacy? |
|
|
409 | (1) |
|
What Are Best Practices in Responding to Seemingly Misguided Statements? |
|
|
410 | (1) |
|
What Are Effective Ways to Address Emotional Lability During Clinical Interactions? |
|
|
411 | (1) |
|
What Is the Role of the SLP in Addressing Depression in People With Neurogenic Communication Disorders? |
|
|
411 | (1) |
|
How Can Communication Counseling Enhance End-of-Life Care? |
|
|
412 | (1) |
|
What Are Ways in Which Opportunities for Counseling Can Be Missed? |
|
|
412 | (1) |
|
How Might Some Aspects of Life Improve After Onset of an Acquired Neurogenic Communication Disorder? |
|
|
413 | (1) |
|
How May People With Acquired Communication Challenges Support One Another? |
|
|
413 | (1) |
|
What Are Some Helpful Information-Sharing Strategies and Resources? |
|
|
413 | (4) |
|
Learning and Reflection Activities |
|
|
417 | (2) |
|
Chapter 28 Complementary and Integrative Approaches |
|
|
419 | (14) |
|
What Are Complementary and Integrative Approaches to Wellness? |
|
|
419 | (1) |
|
How Are Complementary and Integrative Approaches Relevant to Neurogenic Disorders of Language and Cognition? |
|
|
420 | (1) |
|
Why Is It Important for Clinical Aphasiologists to Learn About Complementary and Integrative Approaches? |
|
|
420 | (1) |
|
How Are Mind-Body Practices Relevant to People With Cognitive-Linguistic Challenges? |
|
|
421 | (2) |
|
How Might Hypnosis and Visualization Be Relevant to People With Neurogenic |
|
|
423 | (1) |
|
Communication Disorders? What Are the Potential Roles of Religion and Spirituality in Acquired Neurogenic Communication Disorders? |
|
|
424 | (1) |
|
How Might Natural Product Use Be Relevant to People With Cognitive-Linguistic Challenges? |
|
|
424 | (1) |
|
Why Are Complementary and Integrative Approaches Increasing in Popularity? |
|
|
425 | (1) |
|
Frustration With Current Options |
|
|
425 | (1) |
|
|
|
426 | (1) |
|
|
|
426 | (1) |
|
|
|
426 | (1) |
|
|
|
426 | (1) |
|
What Is the Status of the Evidence Base Supporting Alternative Approaches to Improving Cognitive-Communicative Abilities? |
|
|
426 | (1) |
|
How Might SLPs Support People Considering Complementary and Alternative Approaches to Cognitive-Communicative Wellness? |
|
|
427 | (2) |
|
Stay Within Your Scope of Practice |
|
|
427 | (1) |
|
Engage Only in Methods You Are Trained in and Competent to Carry Out |
|
|
427 | (1) |
|
Emphasize Complementary Over Alternative Approaches to Direct Intervention for Communication and Cognition |
|
|
427 | (1) |
|
Keep an Open, Nonjudgmental Attitude and Appreciate Multicultural Differences |
|
|
427 | (1) |
|
Encourage Caution When Counseling People Considering Alternative and Complementary Approaches |
|
|
428 | (1) |
|
Learning and Reflection Activities |
|
|
429 | (4) |
|
Section VIII Specific Treatment Approacxhes |
|
|
|
Chapter 29 Specific Approaches for Promoting Compensatory Communication Strategies |
|
|
433 | (10) |
|
What Is Promoting Aphasics' Communicative Effectiveness (PACE)? |
|
|
433 | (1) |
|
On What Principles Is PACE Treatment Based? |
|
|
433 | (1) |
|
How Is PACE Treatment Implemented? |
|
|
434 | (2) |
|
What Is the Status of PACE in Terms of Evidence-Based Practice? |
|
|
436 | (1) |
|
What Is the Communicative Drawing Program? |
|
|
436 | (1) |
|
On What Principles Is CDP Based? |
|
|
436 | (1) |
|
|
|
436 | (1) |
|
What Is the Status of the CDP in Terms of Evidence-Based Practice? |
|
|
437 | (1) |
|
What Is Back to the Drawing Board? |
|
|
438 | (1) |
|
On What Principles Is BDB Treatment Based? |
|
|
438 | (1) |
|
|
|
438 | (1) |
|
What Is the Status of BDB in Terms of Evidence-Based Practice? |
|
|
439 | (1) |
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What Is Visual Action Therapy? |
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439 | (1) |
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On What Principles Is VAT Treatment Based? |
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440 | (1) |
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440 | (1) |
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What Is the Status of VAT in Terms of Evidence-Based Practice? |
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440 | (1) |
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Learning and Reflection Activities |
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441 | (2) |
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Chapter 30 Specific Approaches for Enhancing Expressive Language |
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443 | (12) |
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What Is Constraint-Induced Language Therapy? |
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443 | (1) |
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On What Principles Is CILT Based? |
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443 | (1) |
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444 | (1) |
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What Is the Status of CILT in Terms of Evidence-Based Practice? |
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444 | (1) |
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445 | (1) |
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On What Principles Is Script Training Based? |
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445 | (1) |
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How Is Script Training Implemented? |
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445 | (1) |
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What Is the Status of Script Training in Terms of Evidence-Based Practice? |
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445 | (1) |
|
What Is Melodic Intonation Therapy? |
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446 | (1) |
|
On What Principles Is MIT Based? |
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446 | (1) |
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447 | (2) |
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447 | (1) |
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447 | (1) |
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448 | (1) |
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448 | (1) |
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What Is the Status of MIT in Terms of Evidence-Based Practice? |
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449 | (2) |
|
What Is Voluntary Control of Involuntary Utterances? |
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|
451 | (1) |
|
On What Principles Is VCIU Treatment Based? |
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|
451 | (1) |
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451 | (1) |
|
What Is the Status of VCIU in Terms of Evidence-Based Practice? |
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451 | (1) |
|
What Is Response Elaboration Training? |
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|
451 | (1) |
|
On What Principles Is RET Based? |
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|
452 | (1) |
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452 | (1) |
|
What Is the Status of RET in Terms of Evidence-Based Practice? |
|
|
452 | (1) |
|
What Is Treatment for Aphasic Perseveration? |
|
|
452 | (1) |
|
On What Principles Is TAP Based? |
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|
453 | (1) |
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453 | (1) |
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What Is the Status of TAP in Terms of Evidence-Based Practice? |
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454 | (1) |
|
Learning and Reflection Activities |
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|
454 | (1) |
|
Chapter 31 Specific Approaches for Improving Word Finding and Lexical Processing |
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455 | (14) |
|
What Are Cueing Hierarchies for the Treatment of Anomia? |
|
|
455 | (1) |
|
On What Principles Are Cueing Hierarchies for the Treatment of Anomia Based? |
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|
455 | (1) |
|
How Is Cueing Hierarchy Treatment Implemented? |
|
|
456 | (1) |
|
What Is the Status of Cueing Hierarchies for the Treatment of Anomia in Terms of Evidence-Based Practice? |
|
|
456 | (1) |
|
What Is Semantic Feature Analysis? |
|
|
457 | (1) |
|
On What Principles Is SFA Treatment Based? |
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|
457 | (1) |
|
How Is SFA Treatment Implemented? |
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|
457 | (3) |
|
Baseline Phase and Target Selection |
|
|
457 | (1) |
|
Semantic Feature Analysis Chart Method |
|
|
458 | (1) |
|
|
|
459 | (1) |
|
What Is the Status of SFA in Terms of Evidence-Based Practice? |
|
|
460 | (1) |
|
What Is Phonological Components Analysis? |
|
|
461 | (1) |
|
On What Principles Is PCA Treatment Based? |
|
|
461 | (1) |
|
How Is PCA Treatment Implemented? |
|
|
461 | (2) |
|
What Is the Status of PCA in Terms of Evidence-Based Practice? |
|
|
463 | (1) |
|
What Is Verb Network Strengthening Treatment? |
|
|
463 | (1) |
|
On What Principles Is VNeST Based? |
|
|
463 | (1) |
|
How Is VNeST Implemented? |
|
|
464 | (1) |
|
|
|
464 | (1) |
|
Stimulus Selection and Creation |
|
|
464 | (1) |
|
Generation of Agent-Patient Pairs |
|
|
464 | (1) |
|
Wh- Questions About Agent-Patient Pairs |
|
|
465 | (1) |
|
|
|
465 | (1) |
|
Generation of Agent-Patient Pairs Again |
|
|
465 | (1) |
|
What Is the Status of VNeST in Terms of Evidence-Based Practice? |
|
|
465 | (1) |
|
|
|
466 | (1) |
|
On What Principles Is VAC Treatment Based? |
|
|
466 | (1) |
|
How Is VAC Treatment Implemented? |
|
|
466 | (1) |
|
What Is the Status of VAC in Terms of Evidence-Based Practice? |
|
|
467 | (1) |
|
Learning and Reflection Activities |
|
|
467 | (2) |
|
Chapter 32 Specific Approaches for Improving Syntax |
|
|
469 | (8) |
|
What Is Treatment of Underlying Forms? |
|
|
469 | (1) |
|
On What Principles Is TUF Based? |
|
|
470 | (1) |
|
|
|
470 | (2) |
|
Ensuring Metalinguistic Awareness |
|
|
470 | (1) |
|
Creating Noncanonical Sentences |
|
|
471 | (1) |
|
|
|
471 | (1) |
|
|
|
472 | (1) |
|
What Is the Status of TUF in Terms of Evidence-Based Practice? |
|
|
472 | (1) |
|
|
|
472 | (1) |
|
On What Principles Is Mapping Therapy Based? |
|
|
473 | (1) |
|
How Is Mapping Therapy Implemented? |
|
|
473 | (1) |
|
What Is the Status of Mapping Therapy in Terms of Evidence-Based Practice? |
|
|
473 | (1) |
|
What Is the Sentence Production Program for Aphasia? |
|
|
474 | (1) |
|
On What Principles Is SPPA Treatment Based? |
|
|
474 | (1) |
|
|
|
474 | (1) |
|
What Is the Status of SPPA and HELPSS in Terms of Evidence-Based Practice? |
|
|
475 | (1) |
|
Learning and Reflection Activities |
|
|
476 | (1) |
|
Chapter 33 Specific Approaches for Improving Reading and Writing |
|
|
477 | (10) |
|
What Are Basic Principles That Underlie Most Writing- and Reading-Focused Programs for People With Aphasia? |
|
|
477 | (1) |
|
What Is Copy and Recall Treatment? |
|
|
478 | (1) |
|
On What Principles Is CART Based? |
|
|
478 | (1) |
|
|
|
478 | (1) |
|
What Is the Status of CART in Terms of Evidence-Based Practice? |
|
|
479 | (1) |
|
What Is Anagram and Copy Treatment? |
|
|
480 | (1) |
|
On What Principle Is ACT Based? |
|
|
480 | (1) |
|
|
|
480 | (1) |
|
What Is the Status of ACT in Terms of Evidence-Based Practice? |
|
|
480 | (1) |
|
What Is the Problem-Solving Approach? |
|
|
481 | (1) |
|
On What Principles Is the Problem-Solving Approach Based? |
|
|
481 | (1) |
|
How Is the Problem-Solving Approach Implemented? |
|
|
481 | (1) |
|
What Is the Status of the Problem-Solving Approach in Terms of Evidence-Based Practice? |
|
|
481 | (1) |
|
What Is Multiple Oral Rereading? |
|
|
481 | (1) |
|
On What Principles Is MOR Treatment Based? |
|
|
481 | (1) |
|
|
|
482 | (1) |
|
What Is the Status of MOR in Terms of Evidence-Based Practice? |
|
|
482 | (1) |
|
What Is Oral Reading for Language in Aphasia? |
|
|
483 | (1) |
|
On What Principles Is ORLA Treatment Based? |
|
|
483 | (1) |
|
How Is ORLA Treatment Implemented? |
|
|
483 | (1) |
|
What Is the Status of ORLA in Terms of Evidence-Based Practice? |
|
|
483 | (2) |
|
Learning and Reflection Activities |
|
|
485 | (2) |
| Epilogue |
|
487 | (2) |
| Glossary |
|
489 | (20) |
| References |
|
509 | (66) |
| Index |
|
575 | |
