Verfügbarkeit: Communication disorders in educational and medical settings

Communication disorders in educational and medical settings: an introduction for speech-language pathologists, educators, and health professionals

Gespeichert in:

Bibliographische Detailangaben
Beteiligte Personen:	Haynes, William O. (VerfasserIn), Moran, Michael J. (VerfasserIn), Pindzola, Rebekah H. (VerfasserIn)
Format:	Buch
Sprache:	Englisch
Veröffentlicht:	Sudbury, MA [u.a.] Jones & Bartlett Learning c2012
Schlagwörter:	Communicative disorders Communicative disorders in children Communication Disorders Sprachstörung Didaktik Schulkind
Links:	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020718073&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Beschreibung:	Includes bibliographical references and index
Umfang:	xviii, 461 p. ill. 23 cm
ISBN:	9780763776480 0763776483

Internformat

MARC


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245	1	0	\|a Communication disorders in educational and medical settings \|b an introduction for speech-language pathologists, educators, and health professionals \|c William O. Haynes, Michael J. Moran, Rebekah H. Pindzola
264		1	\|a Sudbury, MA [u.a.] \|b Jones & Bartlett Learning \|c c2012
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650		4	\|a Communicative disorders
650		4	\|a Communicative disorders in children
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Datensatz im Suchindex

_version_	1819372686352056320
adam_text	IMAGE 1 CONTENTS PREFACE XIII CHAPTER 1 COMMUNICATION DISORDERS IN EDUCATIONAL AND MEDICAL SETTINGS: BACKGROUND, LEGALLADMINISTRATIVE ISSUES, PROFESSIONAL ROLES, AND SERVICE DELIVERY MODELS . . . . . . . . . . . . .. 1 BAEKGROUND INFORMATION: THE COMMUNIEATION DISORDERS PROFESSIONAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1 WORK SETTINGS 2 THE PROFESSIONS OF AUDIOLOGY AND SPEEEH-LANGUAGE PATHOLOGY 5 CREDENTIALING IN AUDIOLOGY AND SPEEEH-LANGUAGE PATHOLOGY 7 THE INFLUENEE OF PROFESSIONAL ORGANIZATIONS . . . . . . . . . . . . . . . . . .. 8 CASELOAD ISSUES FOR SPEEEH-LANGUAGE PATHOLOGISTS IN EDUEATIONAL AND MEDIEAL SETTINGS . . . . . . . . . . . . . . . . . . . . . . . .. 8 EDUEATIONAL SETTINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 8 MEDIEAL SETTINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 11 LEGAL AND ADMINISTRATIVE ISSUES IN EDUEATIONAL AND MEDIEAL SETTINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 11 EDUEATIONAL SETTINGS: PUBLIE LAWS AFFEETING STUDENTS WITH COMMUNIEATION DISORDERS. . . . . . . . . . . . . . . . . . . . . . . . . .. 11 CLINIEALLMEDIEAL SETTINGS. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 14 THE ROLE OF THE SPEEEH-LANGUAGE PATHOLOGIST IN THE SEHOOL SYSTEM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 15 SERVIEE DELIVERY MODELS 20 MULTIDISEIPLINARY, INTERDISEIPLINARY, AND TRANSDISCIPLINARY TEAM MODELS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 III IMAGE 2 IV CONTENTS 1JPES 0/ SERVICE DELIVERY OFFIRED 6Y THE SPEECH-LANGUAGE PATHOFOGIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 THE ROLE OF THE CLASSROOM TEACHER IN IDENTIFICATION, ASSESSMENT, AND TREATMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 THE ROLE OF THE SPEECH-LANGUAGE PATHOLOGIST IN MEDICAL SETTINGS ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 THE ROLE OF HEALTHCARE PROFESSIONALS IN IDENTIFICATION, ASSESSMENT, AND TREATMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 TERMS TO KNOW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 STUDY QUESTIONS 31 BIBLIOGRAPHY 32 CHAPTER 2 NORMAI ASPECTS OF COMMUNICATION 35 COMMUNICATION 35 LANGUAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 SPEECH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 40 RESPIRATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 PHONATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 RESONANCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 ARTICULATION 45 CEREBRATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 HEARING 49 THE OUTER EAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 51 THE MIDDLE EAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 51 THE INNER EAR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 52 TERMS TO KNOW 53 STUDY QUESTIONS 54 BIBLIOGRAPHY 55 CHAPTER 3 COMMUNICATION DEVELOPMENT THROUGH THE LIFE SPAN 57 LANGUAGE DEVELOPMENT IN CHILDHOOD . . . . . . . . . . . . . . . . . . . . . . . 58 EARFY COMMUNICATIVE DEVEFOPMENT: GESTURESAND LANGUAGE. . . . . 58 EARFY DEVEFOPMENT 0/ THE LANGUAGE FRAMEWORK 64 COMMUNICATIVE REJINEMENT AFTER THE EARFY MUFTIWORD PERIOD FIVE STAGES 0/ DEVEFOPMENT . . . . . . . . . . . 66 DEVELOPMENT OF THE SPEECH SOUND SYSTEM .. . . . . . . . . . . . . . . . . . 68 PHONOLOGICAL AWARENESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 HEARING ABILITY ACROSS THE LIFE SPAN 74 CHANGES IN VOICE ACROSS THE LIFE SPAN 75 LANGUAGE IN THE NORMAL AGING ADULT 76 FFUENCY OVER THE LIFE SPAN 78 IMAGE 3 CONTENTS V TERMS TO KNOW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 STUDY QUESTIONS 79 BIBIIOGRAPHY 80 CHAPTER 4 SPEECH SOUND DISORDERS 83 BAEKGROUND INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 83 NATURE 01THE PROBLEM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 83 DEVELOPMENTAL ASPECTS 83 PREVALENCE 85 CAUSES OF SPEEEH SOUND DISORDERS 86 ORGANIC FACTORS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 86 FUNCTIONAL DISORDERS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 88 IN EDUEATIONAI SETTINGS 90 CASEEXAMPLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 ASSESSMENT 01SPEECH SOUND DISORDERS IN EDUCATIONAL SETTINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 91 HOW TEACHERSCAN HELP IN ASSESSMENT 95 TREATMENT OF SPEEEH SOUND DISORDERS IN EDUEATIONAI SETTINGS . . .. 95 DIRECT TREATMENT TECHNIQUES . . . . . . . . . . . . . . . . . . . . . . . . . .. 96 HOW TEACHERSAND PARENTS CAN ASSIST IN DIRECT TREATMENT APPROACHES. . . . . . . . . . . . . . . . . . . . . . .. 101 INDIRECT TREATMENT 01SPEECH SOUND DISORDERS . . . . . . . . . . . .. 102 HOW TEACHERSCAN ASSIST IN INDIRECT TREATMENT APPROACHES 103 IN MEDIEAI SETTINGS 104 MEDICALLY FRAGILE CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . .. 104 STRUCTURAL DEFICITS RESULTINGFROM ORAL SURGERY . . . . . . . . . . .. 106 TERMS TO KNOW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 111 STUDY QUESTIONS 112 BIBLIOGRAPHY 112 CHAPTER 5 CHILDREN WITH LIMITED LANGUAGE 119 GENERAI OVERVIEW OF LIMITED LANGUAGE DISORDERS: NATURE, CAUSATION, SYMPTOMS, AND RELATED PROBIEMS 121 TWO MAJOR DIVISIONS 01LANGUAGE IMPAIRMENT 123 WHO ENCOUNTERS CHILDREN WITH LIMITED LANGUAGE? . . . . . . . .. 124 THE SYMPTOMS SEEN IN CHILDREN WITH LIMITED LANGUAGE ..... 125 CHILDRENWITH LIMITED LANGUAGEWHO HAVE DIFFERENT LABELS . .. 126 GENERAI OVERVIEW OF THE ASSESSMENT PROEESS IN CASES OF LIMITED LANGUAGE (COMMON TO NI SETTINGS) 129 EVALUATION 0ICHILDREN WITH LIMITED LANGUAGE ABILITIES 129 IMAGE 4 VI CONTENTS BIOLOGICAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 131 ACCESSTO A LANGUAGE MODEL 132 COGNITIVE ABILITY 133 INTENT TO COMMUNICATE. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 134 SOCIAL ABILITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 135 EVALUATION OFVERBALLNONVERBAL COMMUNICATION 135 THE SINGLE-U70RDCHILD. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 136 THE EARLY MULTIWORD CHILD. . . . . . . . . . . . . . . . . . . . . . . . . .. 136 GENERAL OVERVIEW OF DIRECT AND INDIRECT TREATMENT FOR CHILDREN WITH LIMITED LANGUAGE (COMMON TO ALI SETTINGS) 137 STRUCTURED VERSUSNATURALISTIC TREATMENT 137 U70RKON THE BACIS OFLANGUAGE 139 VERBALAND AUGMENTATIVE MODES IN TREATMENT. . . . . . . . . . . .. 140 DETERMINING THE SUCCESSOFTREATMENT . . . . . . . . . . . . . . . . . .. 141 ASSESSMENT AND TREATMENT OF LIMITED LANGUAGE CASES IN MEDICAL/COMMUNITY CLINIC SETTINGS . . . . . . . . . . . . . . . . . . . .. 142 ASSESSMENT AND TREATMENT OF LIMITED LANGUAGE CASES IN EDUCATIONALSETTINGS 147 CONCLUSION 147 TERMS TO KNOW 148 STUDY QUESTIONS 148 BIBIIOGRAPHY 148 APPENDIX 5-1 CREATING COMMUNICATIVE OPPORTUNITIES . . . . . . .. 151 APPENDIX 5-2 CHARACTERISTICS OF A GOOD LANGUAGE MODEL AND INTERACTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 153 APPENDIX 5-3 SUGGESTIONS BY LUCAS FOR NATURALISTIC LANGUAGE TREATMENT 155 APPENDIX 5-4 INCIDENTAL TEACHING SUGGESTIONS 157 APPENDIX 5-5 LANGUAGE STIMUIATION TECHNIQUES 159 APPENDIX 5-6 INCORPORATION OF LANGUAGE GOALS IN CLASSROOM AND HOME ACTIVITIES 161 APPENDIX 5-7 SOCIAL ASPECTS RELATED TO COMMUNICATION 163 APPENDIX 5-8 COGNITIVE SKILLS RELATED TO LANGUAGE DEVELOPMENT 165 CHAPTER 6 SEHOOL-AGE AND ADOLESEENT LANGUAGE DISORDERS 169 BACKGROUND INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 169 SYMPTOMS REPORTED IN STUDENTS WITH LANGUAGE PROBLEMS . . . . .. 171 SETTING AND THE OLDER CHILD WITH LANGUAGE DISORDERS 172 ASSESSMENT ISSUES 174 IMAGE 5 CONTENTS VII THE IMPORTANEE OFTEAEHER REFERRAL 174 EVALUATION 175 DIRECT AND INDIRECT TREATMENT FOR STUDENTS WITH LANGUAGE IMPAIRMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 177 FOUR GENERAL GUIDELINES IN DESIGNING TREATMENT 178 THE INFTRMATION TO BE COMMUNIEATED. . . . . . . . . . . . . . . . . .. 180 MODIFYING THE PRESENTATION . . . . . . . . . . . . . . . . . . . . . . . . . .. 180 MODIFYING THE ENVIRONMENT 181 MODIFYING THE RESPONSE. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 181 MODIFYING LEARNING STRATEGIES. . . . . . . . . . . . . . . . . . . . . . . .. 182 WHIEH 1J;PEOFTREATMENT FORMAT IS BEST? 183 TERMS TO KNOW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 184 STUDY QUESTIONS 184 BIBLIOGRAPHY 184 CHAPTER 7 AN OVERVIEW OF MULTICULTURA1 ISSUES IN COMMUNICATION DISORDERS :................. 187 POPULATION AND PROFESSIONAL TRENDS . . . . . . . . . . . . . . . . . . . . . . .. 187 BILINGUALISM AND DIALECTAL VARIATION . . . . . . . . . . . . . . . . . . . . . .. 188 PERCEPTIONS OF DISABILITY 190 CLIENT-CLINICIAN RELATIONSHIPS (INTERVIEWING/COUNSELING). . . . . .. 190 INCIDENCE/PREVALENCE 191 ASSESSMENT ISSUES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 191 TREATMENT ISSUES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 192 DIALECTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 192 THE DIFFERENCE-DEFICIT ISSUE 196 ETHNICITY, RACE, AND FIRST LANGUAGE COMMUNITY. . . . . . . . . . . . .. 197 REGIONAL VARIATIONS 198 SOCIAL CLASS VARIATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 199 PEER GROUP IDENTIFICATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 199 COMMUNICATIVE CONTEXT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 199 THE DIALECTAL CONTINUUM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 SPECIFIC DIFFERENCES BETWEEN MRICAN AMERICAN ENGLISH AND STANDARD ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 THE EFFECTS OF DIALECTAL VARIATION ON THE STUDENT . . . . . . . . . . . . . 204 HOW CAN THE CLASSROOM TEACHER DEAL WITH THE DIALECT ISSUE? 206 DIALECTS, TEACHERS, AND THE SPEECH-LANGUAGE PATHOLOGIST. 208 TERMS TO KNOW 211 STUDY QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 BIBLIOGRAPHY 212 IMAGE 6 VIII CONTENTS CHAPTER 8 FLUENCY DISORDERS 217 THE INCIDENCE AND PREVALENCE OF STUTTERING . . . . . . . . . . . . . . . . . . 219 CAUSATION AND DEVELOPMENT OF STUTTERING. . . . . . . . . . . . . . . . . . . 220 EARLY SIGNS 0/ CONCERN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 DEVELOPMENTAL PHASES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 ASSESSMENT ISSUES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 DIFFERENTIAL DIAGNOSIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 ]UDGING SEVERITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 227 COMMON AVOIDANCE AND CONCEALMENT TECHNIQUES . . . . . . . . .. 228 INFORMATION THE TEACHERCAN PROVIDE. . . . . . . . . . . . . . . . . . . . 229 THERAPEUTIC PRINCIPLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 TREATMENT OPTIONSFOR THE YOUNGSTUDENT 230 TREATMENTFOR THE OLDER STUDENT 232 U7TLYSTEACHERSCAN ASSIST IN THE INTERVENTION PROGRAM . . . . . .. 233 TEACHERTIPSFOR CLASSROOMMANAGEMENT . . . . . . . . . . . . . . . . . 236 ADULT ASSESSMENT AND TREATMENT ISSUES 238 OTHER FLUENCY DISORDERS 239 TERMS TO KNOW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242 STUDY QUESTIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242 BIBLIOGRAPHY 242 CHAPTER 9 VOICE DISORDERS AND ALTERED METHODS OF BREATHING 247 THE NATURE OFVOICE PRODUCTION AND VOICE DISORDERS 248 CAUSATIONS OF COMMON VOCAL DISORDERS . . . . . . . . . . . . . . . . . . . . 249 NODULES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250 EDEMA 254 PAPILLOMA 255 SELECTADULT 1IOICEDISORDERS 255 VOICE ASSESSMENT AND VOCAL PARAMETERS . . . . . . . . . . . . . . . . . . . . . 256 PITCH 257 LOUDNESS 257 QUALITY 258 BREATH FEATURES 258 RATE/RHYTHM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258 INSTRUMENTATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258 VOICE TREATMENT OPTIONS 259 1IOCALHYGIENE PROGRAMS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259 1IOICETREATMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 SUGGESTIONSFOR TEACHERS 262 FURTHER COMMENTS REGARDINGADULTS IN MEDICAL SETTINGS . . . . . 263 IMAGE 7 CONTENTS IX TIPSFOR ALLIED HEALTH PROFESSIONALSCONEERNING ADULT PATIENTS WITH 1/OIEEDISORDERS. . . . . . . . . . . . . . . . . . . . . . . . 265 BAEKGROUND INFORMATION ON ALTERED METHODS OF BREATHING 265 TRAEHEOSTOMIZEDPERSONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265 LARYNGEETOMIZED PERSONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267 TIPSFOR WORKING WITH PERSONSWHO HAVE ALTERED METHODS 0/ BREATHING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268 TERMS TO KNOW. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 STUDY QUESTIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 BIBLIOGRAPHY 270 APPENDIX 9-1 SELEETED VOEAL HYGIENE PROGRAMS 272 CHAPTER 10 HEARING LOSS 275 BAEKGROUND INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 NATURE 0/ THE PROBLEM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 CAUSES 0/ HEARING LOSS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277 COMMUNIEATION PROBLEMSASSOEIATED WITH HEARING LOSS. . . . . . 280 IN MEDIEAL SETTINGS 282 ASSESSMENT IN MEDIEAL SETTINGS. . . . . . . . . . . . . . . . . . . . . . . . . 282 INTERVENTION IN MEDIEALSETTINGS . . . . . . . . . . . . . . . . . . . . . . . 286 IN EDUEATIONAL SETTINGS . . . . . . . . . . . . . . . . . . . . . . . . . . 292 CASEEXAMPLE 293 SPEEIALISTSIN EDUEATIONAL SETTINGS . . . . . . . . . . . . . . . . . . . . . . 294 ASSESSMENT IN EDUEATIONAL SETTINGS 295 HOW TEAEHERSCAN HELP IN ASSESSMENT 296 INTERVENTION IN EDUEATIONALSETTINGS . . . . . . . . . . . . . . . . . . . . 296 SUGGESTIONSFOR TEAEHERSO/STUDENTS WITH HEARING LOSS . . . . . . . 303 AUDITORY PROEESSING DISORDER 304 TERMS TO KNOW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 306 STUDY QUESTIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307 BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307 CHAPTER 11 CLEFT LIP/PA1ATE AND RELATED CRANIOFACIA1 ANOMA1IES . . . . . . . . 313 NATURE OF THE PROBLEM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313 CLEFT LIP AND PALATE 313 CAUSATION AND INEIDENEE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314 SPEEEH PROBLEMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316 HEARING PROBLEMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317 LANGUAGE PROBLEMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 318 SYNDROMES THAT INCLUDE CLEFT LIPLPALATE . . . . . . . . . . . . . . . . . 318 IMAGE 8 X CONTENTS OVERVIEW OF ASSESSMENT IN CLEFT LIP AND PALATE . . . . . . . . . . . . .. 320 ASSESSINGSPEECH SOUND PRODUCTION 321 L70ICEAND RESONANCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321 LANGUAGE 322 IN MEDIEAL SETTINGS 322 FEEDING 323 SPEECH AND LANGUAGE STIMULATION 324 SPEECH AND LANGUAGE ASSESSMENT IN MEDICAL SETTINGS . . . . . . . . 325 ESTABLISHING AND MONITORING INTERVENTION PLANS. . . . . . . . . . . . 326 IN EDUEATIONAL SETTINGS 329 ACADEMIC PROBLEMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329 LEARNING PROBLEMS IN CHILDREN WITH OTHER CRANIOFCIAL SYNDROMES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331 TERMS TO KNOW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 334 STUDY QUESTIONS 335 BIBLIOGRAPHY 335 CHAPTER 12 ADU1T LANGUAGE DISORDERS 341 THE APHASIAS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341 OTHER LANGUAGE DISORDERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346 RIGHT HEMISPHERE IMPAIRMENT. . . . . . . . . . . . . . . . . . . . . . . . . 346 LANGUAGE 01 CONFUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346 LANGUAGE 01 GENERALIZED INTELLECTUAL DETERIORATION 347 ASSESSMENT OF ADULT LANGUAGE 347 CASE HISTORY INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348 TESTINGFOR APHASIA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348 RIGHT HEMISPHERE ASSESSMENTISSUES . . . . . . . . . . . . . . . . . . . . . 349 ASSESSINGLANGUAGE 0ICONFUSION AND 01DEMENTIA 350 ADULT LANGUAGE TREATMENT PRINEIPLES 350 TIPS FOR EDUEATIONAL AND DAY CARE SETTINGS 352 TIPS FOR ALLIED HEALTH PROFESSIONS 352 TERMS TO KNOW 353 STUDY QUESTIONS 354 BIBLIOGRAPHY 354 CHAPTER 13 SPECIFIC NEUROLOGICALLY BASED IMPAIRMENTS 355 THE NATURE OF NEUROLOGIE PROBLEMS IN YOUNG STUDENTS 356 CEREBRALPALSY 356 DYSARTHRIA 359 AUGMENTATIVE AND ALTERNATIVE COMMUNICATION MODES 359 TEACHERTIPSFOR STUDENTS WITH NEUROMUSCULAR PROBLEMS 363 IMAGE 9 CONTENTS XI THE NATURE OF NEUROLOGIC PROBLEMS IN ADULTS 364 DYSARTHRIAS AND APRAXIAS . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364 ASSESSMENTISSUES 365 TREATMENT ISSUES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 365 TIPS.FORHEALTHCARE PROFTSSIONALSWORKING WITH NEUROLOGICALLYIMPAIRED ADULTS . . . . . . . . . . . . . . . . . . . . . . 367 OVERVIEW O/SWALLOWING DISORDERS 367 STUDENTS WITH TRAUMATIC BRAIN INJURY 369 TEACHERTIPS.FORSTUDENTS WITH TBI 372 ATTENTION DEFICIT/HYPERACTIVITY DISORDER 377 PREVALENCE 378 ACCOMMODATIONS TO HELP THE STUDENT WITH ADHD 382 TERMS TO KNOW 385 STUDY QUESTIONS 385 BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 386 CHAPTER 14 COMMUNICATION DISORDERS AND SUEEESS: AEADEMIE, OEEUPATIONAL, AND QUALITY-OF-LIFE ISSUES 389 COMMUNICATION DISORDERS AND ACADEMIC SUCCESS . . . . . . . . . . . . . 391 STUDENTS WITH LANGUAGE PROBLEMS: THE HIGH-RISK GROUPS . . . . 391 CURRICULUM AND TEACHING IMPACT ON STUDENTS WITH LANGUAGE PROBLEMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398 THE SCHOOL CULTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399 TEACHERTLK 40 1 CURRICULUM AND MATERIALS. . . . . . . . . . . . . . . . . . . . . . . . . . . . 402 READING: A LANGUAGE-BASED SKILL. . . . . . . . . . . . . . . . . . . . . . . 404 COMMUNICATION DISORDERS AND QUALITY-OF-LIFE ISSUES: THE POSTSCHOOL YEARS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406 QUALITY-OFLIFE ISSUESFOLLOWING GLOSSECTOMY 407 QUALITY-OFLIFE ISSUESASSOCIATED WITH HEARING LOSS 407 QUALITY 0/ LIFE .FORPERSONSWITH VTJICEDISORDERS . . . . . . . . . . . . 410 QUALITY 0/ LIFE .FORPEOPLE WHO STUTTER. . . . . . . . . . . . . . . . . . . 411 QUALITY 0/ LIFE.FORPERSONSWITH ADULT LANGUAGE DISORDERS. . . . . 411 QUALITY 0/ LIFE .FORPERSONSWITH SWALLOWING DISORDERS . . . . . . . 412 TERM TO KNOW 413 STUDY QUESTIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413 BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414 GLOSSARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421 INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
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author	Haynes, William O. Moran, Michael J. Pindzola, Rebekah H.
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spellingShingle	Haynes, William O. Moran, Michael J. Pindzola, Rebekah H. Communication disorders in educational and medical settings an introduction for speech-language pathologists, educators, and health professionals Communicative disorders Communicative disorders in children Communication Disorders Sprachstörung (DE-588)4056500-2 gnd Didaktik (DE-588)4070463-4 gnd Schulkind (DE-588)4077197-0 gnd
subject_GND	(DE-588)4056500-2 (DE-588)4070463-4 (DE-588)4077197-0
title	Communication disorders in educational and medical settings an introduction for speech-language pathologists, educators, and health professionals
title_auth	Communication disorders in educational and medical settings an introduction for speech-language pathologists, educators, and health professionals
title_exact_search	Communication disorders in educational and medical settings an introduction for speech-language pathologists, educators, and health professionals
title_full	Communication disorders in educational and medical settings an introduction for speech-language pathologists, educators, and health professionals William O. Haynes, Michael J. Moran, Rebekah H. Pindzola
title_fullStr	Communication disorders in educational and medical settings an introduction for speech-language pathologists, educators, and health professionals William O. Haynes, Michael J. Moran, Rebekah H. Pindzola
title_full_unstemmed	Communication disorders in educational and medical settings an introduction for speech-language pathologists, educators, and health professionals William O. Haynes, Michael J. Moran, Rebekah H. Pindzola
title_short	Communication disorders in educational and medical settings
title_sort	communication disorders in educational and medical settings an introduction for speech language pathologists educators and health professionals
title_sub	an introduction for speech-language pathologists, educators, and health professionals
topic	Communicative disorders Communicative disorders in children Communication Disorders Sprachstörung (DE-588)4056500-2 gnd Didaktik (DE-588)4070463-4 gnd Schulkind (DE-588)4077197-0 gnd
topic_facet	Communicative disorders Communicative disorders in children Communication Disorders Sprachstörung Didaktik Schulkind
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020718073&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
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