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Essentials of Communication Sciences & Disorders 3rd edition [Mīkstie vāki]

  • Formāts: Paperback / softback, 600 pages, weight: 1077 g
  • Izdošanas datums: 11-Mar-2022
  • Izdevniecība: Jones and Bartlett Publishers, Inc
  • ISBN-10: 1284235823
  • ISBN-13: 9781284235821
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  • Cena: 165,25 €
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  • Formāts: Paperback / softback, 600 pages, weight: 1077 g
  • Izdošanas datums: 11-Mar-2022
  • Izdevniecība: Jones and Bartlett Publishers, Inc
  • ISBN-10: 1284235823
  • ISBN-13: 9781284235821
Citas grāmatas par šo tēmu:
Fully revised and updated, Essentials of Communication Sciences and Disorders, Third Edition is an accessible and engaging introductory resource for students new to communication sciences and disorders. This text covers foundational information about speech disorders in both children and adults, while numerous case scenarios and personal stories paint a vivid picture of speech-language pathology. A robust, full color art program illustrates key concepts with detailed anatomical images, photos, and helpful charts and tables. Additionally, this text addresses multicultural issues as well as the emotional and social effects of each disorder on the individual and family, providing students with a comprehensive overview of the profession.Every new print copy includes Navigate Advantage Access that unlocks a complete, interactive eBook, videos of most disorders, PowerPoint slides, and more!New section on Cultural Competence and the diversity in professional and client interactionsNew sections on Interviewing and Therapy Microskills, Orofacial Myofunctional Disorders, Neurodiversity, Transgender Voice therapy, Communication Partner training, and moreNew video footage illustrating almost all disorders, including assessment and therapyInsight Questions throughout the text encourage students to consider how they might relate to the information presented to their personal lives or in ways they had not expectedStudy Questions are provided at the end of each chapter to help students demonstrate their learningWritten for an international market by including journals written by researchers from Canada, United Kingdom, Israel, Argentina, China, Italy, and more
Preface ix
Acknowledgments xii
About the Author xiv
Letter to Students xv
UNIT 1 Communication Disorders and the Professionals Who Work with Them
1(42)
Chapter 1 Essentials of Communication and Its Disorders
1(18)
Introduction
2(1)
The Study of Human Communication
3(1)
Communication Modalities
4(1)
Oral/Spoken Language
5(2)
Reading and Writing
7(1)
Disorders of Communication
7(2)
Classification of Communication Disorders
9(7)
Emotional and Social Effects of Communication Disorders
16(1)
Chapter Review
16(3)
Chapter 2 The Professionals
19(24)
Introduction
20(1)
Beginning Your Study of Speech-Language Pathology and Audiology
20(2)
A Brief History of the Professions
22(2)
Professional Organizations
24(2)
Professional Ethics
26(1)
Cultural Competence
26(2)
The Team Approach/Interdisciplinary Team
28(1)
Communication Disorders Professionals
29(10)
Speech-Language Pathology and Audiology in the Age of Epidemics and Pandemics
39(1)
Chapter Review
40(3)
UNIT 2 The Physical and Developmental Basis of Speech and Language
43(48)
Chapter 3 Anatomy and Physiology of Speech and Language
43(23)
Introduction
44(1)
The Respiratory System
45(2)
The Phonatory System
47(3)
The Resonatory System
50(1)
The Articulatory System
51(3)
The Nervous System
54(9)
Chapter Review
63(3)
Chapter 4 Speech and Language Development
66(25)
Introduction
67(1)
Theories of Speech and Language Development
67(7)
Speech Development
74(7)
Language Development
81(6)
Chapter Review
87(4)
UNIT 3 Speech Sound Disorders in Children
91(56)
Chapter 5 Speech Sound Disorders--Articulation and Phonology
91(33)
Introduction
92(1)
General American English
93(6)
Etiologies of Communication Disorders
99(6)
Articulation Disorders
105(1)
Phonological Disorders
105(1)
Assessment of Articulation and Phonology: Evidence-Based Practice
106(7)
Treatment for Speech Sound (Articulation) Disorders: Evidence-Based Practice
113(2)
Orofacial Myofunctional Disorders
115(1)
Treatment for Phonological Disorders: Evidence-Based Practice
115(1)
Scientists-Humanists-Artists
116(1)
Emotional and Social Effects of Articulation and Phonological Disorders
117(2)
Chapter Review
119(5)
Chapter 6 Speech Sound Disorders--Motor Speech Disorders
124(23)
Introduction
125(1)
Childhood Apraxia of Speech
126(6)
Childhood (Developmental) Dysarthria
132(6)
Augmentative and Alternative Communication
138(3)
Emotional and Social Effects of Motor Speech Disorders in Children
141(1)
Chapter Review
142(5)
UNIT 4 Language and Cognitive Disorders of Children
147(134)
Chapter 7 Language Disorders in Children
147(32)
Introduction
148(1)
Definitions of Language Disorder
148(3)
Specific Language Impairment
151(6)
Language Disorders and Learning Disabilities --
157(4)
Assessment of Language: Evidence-Based Practice
161(6)
Treatment of Language Disorders: Evidence Based Practice
167(5)
Emotional and Social Effects of Language Disorders
172(2)
Chapter Review
174(5)
Chapter 8 Literacy Disorders in Children
179(17)
Introduction
180(2)
The Difference Between Learning to Understand Speech and Learning to Read
182(1)
Emergent Literacy/Preliteracy Period (Birth-Kindergarten)
182(2)
Learning to Read and Reading to Learn
184(1)
Literacy Disorders in Children
185(1)
Common Problems of Children with Literacy Disabilities
186(2)
Assessment of Reading and Writing Abilities: Evidence-Based Practice
188(1)
Intervention for Reading and Writing Problems: Evidence-Based Practice
189(1)
Multicultural Considerations
190(1)
Emotional and Social Effects of Literacy Disorders
191(1)
Chapter Review
192(4)
Chapter 9 Attention-Deficit/Hyperactivity Disorders and Auditory Processing Disorders
196(20)
Attention-Deficit/Hyperactivity Disorders
197(5)
Auditory Processing Disorders
202(8)
Emotional and Social Effects of Attention-Deficit/Hyperactivity Disorders and Auditory Processing Disorders
210(1)
Chapter Review
211(5)
Chapter 10 Autism Spectrum
Disorders and Developmental Disabilities
216(1)
Autism Spectrum Disorder
217(13)
Developmental Disabilities
230(9)
Emotional and Social Effects of Autism Spectrum Disorder and Developmental Disabilities
239(1)
The Risk of Bullying and Violence Against Children and Adults with Disabilities
240(1)
Chapter Review
241(7)
Chapter 11 Traumatic Brain Injury in Children and Adolescents
248(33)
Introduction
249(3)
Speech, Language, Cognitive, and Swallowing Disorders with Pediatric TBI
252(2)
Behavioral Effects ofTraumatic Brain Injury in Children and Adolescents
254(1)
Mild Traumatic Brain Injury (Concussion) in Infants, Children, and Adolescents
255(14)
Multicultural Considerations
269(1)
Emotional and Social Effects ofTraumatic Brain Injury in Children and Adolescents
269(3)
Chapter Review
272(9)
UNIT 5 Fluency Disorders in Children and Adults
281(30)
Chapter 12 Essentials of Fluency Disorders
281(30)
Introduction
282(1)
Normal Disfluency
282(1)
Defining Stuttering
283(4)
General Information About Stuttering
287(2)
Co-occurring Disorders with Stuttering
289(1)
Theories of the Etiology of Stuttering
289(2)
Cluttering
291(2)
Evaluation of Children with Fluency Disorders: Evidence-Based Practice
293(5)
Treatment of Children with Fluency Disorders: Evidence-Based Practice
298(4)
Working with Adolescents and Adults with Fluency Disorders
302(3)
Emotional and Social Effects of Stuttering
305(1)
Chapter Review
306(5)
UNIT 6 Phonationand Resonance Disorders
311(56)
Chapter 13 Voice Disorders in Children and Adults
311(32)
Introduction
312(1)
Prevalence of Voice Disorders
313(1)
Causes of Voice Disorders
314(1)
Classification of Voice Disorders
314(1)
Voice Disorders Related to Functional Etiologies and Faulty Usage
315(8)
Voice Disorders Related to Organic Etiologies
323(1)
Voice Disorders Related to Neurological Etiologies
324(2)
Multicultural Considerations
326(1)
Assessment of the Voice: Evidence-Based Practice
326(4)
Voice Treatment: Evidence-Based Practice
330(8)
Transgender Voice
338(1)
Emotional and Social Effects of Voice Disorders
338(2)
Chapter Review
340(3)
Chapter 14 Cleft Lip and Palate
343(24)
Introduction
344(1)
Etiologies of Cleft Lip and Palate
345(1)
Clefts of the Lip and Alveolar Ridge
346(1)
Clefts of the Hard and Soft Palates
346(4)
Multicultural Considerations
350(1)
Problems Associated with Cleft Lip and Palate
350(4)
Surgical Management of Cleft Lip and Palate
354(2)
Assessment: Evidence-Based Practice
356(3)
Treatment of Speech, Resonance, and Velopharyngeal Dysfunction: Evidence-Based Practice
359(2)
Emotional and Social Effects of Cleft Lip and Palate
361(2)
Chapter Review
363(4)
UNIT 7 Neurological Disorders in Adults
367(92)
Chapter 15 Language Disorders in Adults
367(27)
Introduction
368(1)
Etiologies of Neurogenic Speech, Language, Cognitive, and Swallowing Disorders
368(8)
The Aphasias
376(13)
Emotional and Social Effects of Aphasia
389(1)
Chapter Review
390(4)
Chapter 16 Cognitive-Communication Disorders in Adults
394(33)
Introduction
395(1)
Traumatic Brain Injury
395(8)
Impairments Resulting from Traumatic Brain Injury
403(3)
Assessment of Cognitive Impairments Secondary to Traumatic Brain Injury: Evidence-Based Practice
406(2)
Treatment of Traumatic Brain Injury: Evidence-Based Practice
408(1)
Right-Hemisphere Syndrome/Disorder
409(3)
Dementia
412(7)
Emotional and Social Effects of Cognitive Disorders
419(1)
Chapter Review
420(7)
Chapter 17 Motor Speech Disorders in Adults
427(12)
Introduction
428(1)
Apraxia of Speech
428(4)
Dysarthria
432(4)
Emotional and Social Effects of Motor Speech Disorders
436(1)
Chapter Review
437(2)
Chapter 18 Swallowing Disorders/Dysphagia
439(20)
Introduction
440(2)
Causes of Dysphagia
442(1)
The Normal Swallow
443(2)
Disorders of the Four Phases of Swallowing
445(1)
Assessment of Dysphagia: Evidence-Based Practice
446(4)
Treatment of Dysphagia: Evidence-Based Practice
450(4)
Multicultural Considerations
454(1)
Emotional and Social Effects of Swallowing Disorders
454(2)
Chapter Review
456(3)
UNIT 8 Hearing Disorders in Children and Adults
459(54)
Chapter 19 Anatomy and Physiology of Hearing and Types and Causes of Hearing Impairment
459(25)
Introduction
460(1)
Anatomy and Physiology of the Hearing Mechanism
460(5)
Auditory Nervous System
465(1)
How We Hear
466(1)
Types and Causes of Hearing Impairments
467(11)
Communication Disorders of Individuals with Hearing Impairments
478(3)
Emotional and Social Effects of Hearing Loss
481(1)
Chapter Review
481(3)
Chapter 20 Hearing Assessment, Amplification, and Aural Rehabilitation
484(29)
Introduction
485(1)
Hearing Assessment: Evidence-Based Practice
485(10)
Treatment of Individuals with Hearing Impairments: Evidence-Based Practice
495(7)
The Roles of Speech-Language Pathologists
502(1)
Aural Rehabilitation: Evidence-Based Practice
502(5)
Emotional and Social Effects of Hearing Impairments
507(2)
Chapter Review
509(4)
UNIT 9 Counseling Principles and Skills for Speech-Language Pathologists and Audiologists
513(23)
Chapter 21 Essential Counseling Principles and Skills for Speech-Language Pathologists and Audiologists
513(23)
Introduction
514(1)
Definition of Counseling for Speech-Language Pathologists and Audiologists
515(3)
Using Counseling Skills Versus Being a Counselor
518(1)
Boundaries and Scope of Practice Within Counseling Work
519(2)
Counseling: Science and Art
521(1)
Overlap in the Work of Speech-Language Pathologists, Audiologists, and Psychologists
522(1)
Personal Qualities of Effective Helpers
522(4)
Foundational Counseling Skills
526(1)
Counseling Theories and Approaches
527(2)
Nontherapeutic and Therapeutic Statements
529(1)
Counseling Microskills
529(3)
Theory of Mind
532(1)
Chapter Review
533(3)
Epilogue 536(2)
Glossary 538(23)
Index 561
Paul T. Fogle, Ph.D., CCC-SLP (Fogle is pronounced with a long o, as in FO-GULL), has been studying, training, and working in speech-language pathology for more than 50 years. Although he earned all of his degrees in speech-language pathology, he minored in psychology throughout each degree. He earned his Bachelor of Arts in 1970 and his Master of Arts in 1971, both at California State University, Long Beach. After receiving his M.A., he worked for 2 years as an aphasia classroom teacher for the Los Angeles County Office of Education and started the first high school aphasia class in California, teaching and working with adolescents who had sustained traumatic brain injuries, strokes, and other neurological impairments. Between 1970 and 1973, Dr. Fogle worked as a therapist at the University of California, Los Angeles (UCLA) Psychology Adult Stuttering Clinic, training under Dr. Joseph Sheehan and Mrs. Vivian Sheehan. Concurrently, he trained at Rancho Los Amigos Medical Center in Southern California performing human brain autopsy. Dr. Fogle earned his doctorate in 1976 from the University of Iowa. He specialized in neurological disorders in adults and children and stuttering. His dissertation was directed by Dr. Dean Williams and he was awarded membership in Sigma Xi, the Scientific Research Society of North America, for his research. Although he minored in psychology throughout all of his degrees, in the early 1990s, he began training in counseling psychology, educational psychology, clinical psychology, and family therapy (Marriage, Child, Family Therapy). Most recently he has been studying neuropsychology. Dr. Fogle is a Professor Emeritus. During his 35 years as a university professor he taught undergraduate courses on Introduction to Speech-Language Pathology and Audiology, Anatomy and Physiology of Speech, Speech Science, and Organic Disorders. At the graduate level, he taught Neurology and Neurological Disorders in Adults, Motor Speech Disorders, Cerebral Palsy, Dysphagia/Swallowing Disorders, Gerontology, Voice Disorders, Cleft Palate and Oral?Facial Anomalies, and Counseling Skills for Speech-Language Pathologists. Dr. Fogle has worked extensively in hospitals, including Veterans Administration Hospitals, university hospitals, and acute, subacute, and convalescent hospitals. He has maintained a year-round private practice for more than 35 years. He has presented numerous seminars, workshops, and short courses on a variety of topics at state, ASHA, and international conferences and conventions, including the International Association of Logopedics and Phoniatrics, the International Conference on Speech-Language Pathology, and the Asia-Pacific Society for the Study of Speech-Language Pathology and Audiology. Dr. Fogle has presented all-day workshops in cities throughout the United States and in countries around the world on counseling skills for speech-language pathologists and audiologists, and on auditory processing disorders and attention-deficit disorders. He has worked on numerous medical?legal cases as an expert witness in several states for more than 30 years, testifying in depositions, court hearings, and court trials. Dr. Fogle's primary publications have been textbooks and clinical materials. He is the author of Foundations of Communication Sciences and Disorders (Delmar Cengage Learning, 2008) and coauthor of Counseling Skills for Speech-Language Pathologists and Audiologists (first edition 2004, second edition 2012, Delmar Cengage Learning), Ross Information Processing Assessment-Geriatric (first edition 1996, second edition 2012, Pro-Ed), the Classic Aphasia Therapy Stimuli (CATS) (Plural Publishing, 2006), and The Source for Safety: Cognitive Retraining for Independent Living (LinguiSystems [ now Pro-Ed], 2008). His website is www.PaulFoglePhD.com and his email address is paulfoglephd@gmail.com. '