Оглавление
Группа авторов. The Handbook of Language and Speech Disorders
Table of Contents
List of Tables
List of Illustrations
Guide
Pages
Blackwell Handbooks in Linguistics
The Handbook of Language and Speech Disorders
List of Figures
Notes on Contributors
Introduction
1 Labeling as a Sociocultural Process in Communicative Disorders
1.1 Introduction
1.2 Labeling Theory
1.3 Labeling within a Diagnostic Process
1.3.1 Medicalization
1.3.2 Diagnostic Legitimization
1.4 The Impact of Labeling
1.4.1 Positive Consequences
1.4.2 Negative Consequences
1.5 Concerns with the Process of Diagnostic Labeling
1.6 Implications and Conclusion
REFERENCES
2 Diversity Considerations in Speech and Language Disorders: A Focus on Training
2.1 Introduction
2.2 Some Facts
2.3 What is There and What is Missing
2.4 Identifying an MMI Curriculum
2.5 Relevant Theory
2.5.1 Culture and Cultural Diversity
2.5.2 Language and Linguistic Diversity
2.5.3 Language and Diversity in Acquisition
2.6 Relevant Applications
2.7 Issues in Cultural Competence
2.8 Concluding Statements
REFERENCES
3 Hearing Loss and Cochlear Implants
3.1 Introduction
3.2 Hearing Loss. 3.2.1 ISO 7029 and Observations from Hearing Loss in Normal Aging Populations
3.2.2 Physiological Correlates of Noise‐Induced Hearing Loss
3.2.3 Hearing Loss and the Individual
3.2.4 Hearing Loss and Cochlear Implants
3.3 Cochlear Implants. 3.3.1 Sound Processing in Cochlear Implants and the Electrical–Neural Bottleneck
3.3.2 General Communication Issues with Cochlear Implants
3.3.3 Recognition of Segments
3.3.4 Word Recognition
3.3.5 Prosody Perception
3.3.6 Production of Segments
3.3.7 Production of Prosody
3.3.8 Word and Sentence Processing
3.3.9 Higher‐Order Communication
3.4 Auditory Brainstem Implants
3.5 Conclusions and Perspectives
Acknowledgments
REFERENCES
4 Intelligibility Impairment
4.1 Introduction
4.2 Intelligibility Defined
4.3 Measurement of Intelligibility
4.3.1 Objective Measures of Intelligibility
4.3.2 Subjective Measures of Intelligibility
4.4 Intelligibility from a Developmental Perspective
4.5 Perceptual Learning
4.6 Individual Differences
4.7 Summary
REFERENCES
5 Genetic Syndromes and Communication Disorders
5.1 Why Study Genetic Syndromes?
5.2 Language and Communication in Williams Syndrome (WS)
5.3 Language and Communication in Down Syndrome (DS)
5.4 Conclusions
REFERENCES
6 Principles of Assessment and Intervention
6.1 Introduction
6.2 Principles of Assessment and Intervention. 6.2.1 People Live in a Social World: Consider Social Communication
6.2.2 Look Forward: Begin with the End in Mind
6.2.3 Know Where You Are Before You Plan Your Route: Good Intervention Requires Good Assessment
6.2.4 Focus on What is most Important to Achieve Your Goals: Put First Things First
6.2.5 Aim for Authenticity
6.2.5.1 Genuine connection
6.2.5.2 Real information
6.2.5.3 Integration of the components of social communication
6.2.5.4 Activities and communication that might actually occur
6.2.6 View Disorders without Borders
6.3 Principles in Practice
REFERENCES
7 Autism Spectrum Disorders
7.1 Introduction
7.2 Diagnostic Criteria
7.3 Early Markers of Autism Spectrum Disorder
7.4 Gold Standards for Comprehensive Assessment of Autism
7.5 Principles for Intervention Decision‐making
7.6 Established Evidence‐Based Interventions
7.7 Summary
References
8 Language Acquisition and Language Delay
8.1 Introduction
8.2 Individual Differences
8.2.1 Lexis
8.2.2 Grammar
8.2.3 Stability of Individual Differences
8.3 From Individual Differences to Individual Profiles. 8.3.1 Learning Grammar: The Child’s Task
8.3.2 Automatic Analysis of Language Samples
8.3.2.1 KIDEVAL
8.3.2.2 Systematic Analysis of Language Transcripts (SALT)
8.4 Tracking Grammatical Development in Detail
8.4.1 Major Grammatical Constructions
8.4.2 The LARSP Reference Database. 8.4.2.1 Simple clause types
8.4.2.2 Phrase types and phrasal integration into clauses
8.4.2.3 Interpretation
8.4.2.4 The missing link
8.5 Envoi
Acknowledgment
REFERENCES
9 Developmental Language Disorder
9.1 Introduction
9.2 Defining and Identifying Children with Language Disorders
9.3 Subtyping and Classification of Children with DLD
9.4 Implications of Subtyping Research for Clinical Practice
9.5 General Outcomes and Long‐term Stability for DLD
9.6 Causal Explanations for DLD
9.7 Intervention Outcomes
9.8 Summary and Conclusions
Acknowledgment
REFERENCES
10 Pragmatic Impairment
10.1 Introduction
10.2 Mental State Attribution During Communication
10.3 Scope of Pragmatic Impairment
10.3.1 Implicature
10.3.2 Reference
10.3.3 Information Management
10.4 Language in Pragmatic Impairment
10.5 Pragmatic Language Assessment and Intervention
10.6 Summary
REFERENCES
11 Learning Disabilities
11.1 Introduction
11.2 Historical Context and Definition
11.3 Types of Learning Disabilities
11.4 “Specific” Disabilities in Language and Reading
11.5 Theories of Learning Disabilities. 11.5.1 Connectionist Models
11.5.2 Statistical Learning and the Declarative/Procedural (DP) Model of Language Acquisition
11.5.3 Role of Working Memory in Language Processing
11.5.4 Impact of Processing Speed on Language Abilities
11.6 Etiology of Learning Disabilities. 11.6.1 Etiology of Reading Disability
11.6.2 Etiology of Speech and Language Disorders
11.6.3 Etiology of Dyscalculia
11.6.4 Etiology of ADHD
11.6.5 Other Possible Underlying Causes of LD
11.7 Identification and Intervention. 11.7.1 The Discrepancy Model
11.7.2 Response to Intervention (RTI) and Multi‐tiered System of Support (MTSS)
11.7.3 Educational Eligibility and Individualized Education Plans
11.7.4 Intervention
11.8 Impact of LD in Adulthood
11.9 Summary
REFERENCES
12 Literacy and Literacy Impairments
12.1 Introduction
12.2 Conceptualizations of Literacy
12.3 Literacy as Social Practice
12.3.1 A Limited History of Literacy
12.3.2 What it Means to Be Literate
12.4 Literacy as Personal Skill
12.4.1 Conceptions of Human Learning
12.4.1.1 Behaviorism
12.4.1.2 Cognitivism
12.4.2 Models of Literacy
12.4.2.1 The skills‐based model
12.4.2.2 The component skills approach to teaching
12.4.2.3 The meaning‐based model
12.4.2.4 The meaning‐based approach to teaching
12.4.3 Dyslexia
12.5 Solutions and Conclusions
REFERENCES
13 Language and Literacy in the Context of Early Life Adversity
13.1 Introduction
13.2 A Strong Start to Life Promotes Prosocial Interpersonal Skills in the Preschool Years
13.3 Developmental Language Disorder
13.4 Language and Culture
13.5 Threats to Optimal Child and Adolescent Language Development
13.5.1 Socioeconomic Status and Language and Literacy Development
13.5.2 Adverse Childhood Experiences and Language and Literacy Development
13.5.3 Neurobiological Impairments and Language and Literacy Development in Vulnerable Populations
13.6 Language Disorder: Diagnosis and Assessment in Vulnerable Populations
13.7 Assessment Processes and Considerations
13.7.1 The Purpose of Assessment
13.7.2 Referrals and Building a Case History
13.7.3 Consent and Confidentiality
13.7.4 Culturally Sensitive Assessment
13.7.5 Location of Assessment
13.7.6 Rapport
13.7.7 Assessment Tasks
13.7.8 Reporting Assessment Findings
13.7.9 Professional Self‐Care
13.8 Summary and Conclusions
REFERENCES
NOTES
14 Aphasia
14.1 What is Aphasia?
14.2 The Incidence and Prevalence of Aphasia
14.3 Some History
14.4 The Features of Aphasia
14.5 Recovery and Treatment
14.5.1 Treatment
14.5.2 The Promise of Cognitive Neuroscience and Neurophysiology for Aphasia Rehabilitation
14.6 Psychosocial and Emotional Response to Aphasia
REFERENCES
15 Children with Speech Sound Disorders
15.1 Introduction
15.2 Normal Speech Development
15.3 Nature of Speech Sound Disorders
15.3.1 Frameworks for Classifying SSD
15.3.2 Proposed Subtypes of SSD
15.3.3 Concomitant Developmental Concerns
15.3.4 Epidemiology of SSD
15.4 Clinical Management of Speech Sound Disorders. 15.4.1 Assessment of Speech Sound Disorders
15.4.2 Treatment of Speech Sound Disorders
15.5 Conclusion
REFERENCES
16 Dysarthria
16.1 The Brain Network of Speech Motor Control in Typical Adult Speakers
16.1.1 Speech and Language Generation in the Frontal Lobe
16.1.2 Temporal and Parietal Regions
16.1.3 Basal Ganglia
16.1.4 Cerebellum
16.2 Dysarthria: Classification and Taxonomy
16.3 Dysarthric Deficits in Neurological Disorders. 16.3.1 Disorders of Primary Motor Cortex and its Efferent Corticobulbar Pathways (Upper Motor Neuron)
16.3.2 Disorders of the Basal Ganglia: Syndromes of Hypo‐ and Hyperkinetic Dysarthria. 16.3.2.1 Parkinson’s disease
16.3.2.2 Huntington’s chorea
16.3.2.3 Focal damage to the basal ganglia
16.3.2.4 Dystonia and essential tremor
16.3.3 The Contribution of the Cerebellum and its Afferent and Efferent Connections to Speech Motor Control: Ataxic Dysarthria. 16.3.3.1 Topographic aspects
16.3.3.2 Characteristics of ataxic dysarthria
16.3.3.3 Transient cerebellar mutism
16.3.4 Cranial Nerves and (Neuro‐)Muscular Diseases: The Syndrome of Flaccid Dysarthria
16.3.5 Dysarthria in Neurological Diseases Affecting Multiple Components of the Central Motor System
16.3.6 Dissociation of Speech and Non‐speech Vocal Tract Motor Dysfunctions. 16.3.6.1 Speech production and swallowing
16.3.6.2 Speech production and facial/vocal expression of emotions
16.3.6.3 Speech production and volitional nonspeech oral movements
16.3.6.4 Dysarthria in psychiatric disorders
16.4 Auditory‐Perceptual and Instrumental Analysis of Motor Speech Disorders. 16.4.1 Overview
16.4.2 Auditory‐Perceptual Evaluation of Speech
16.4.3 Analysis of the Acoustic Speech Signal
16.4.4 Instrumental Analysis of the Physiological Mechanisms of Dysarthric Speech. 16.4.4.1 Overview
16.4.4.2 Evaluation of laryngeal functions (vocal fold vibrations)
16.4.4.3 Imaging of vocal tract structures
16.4.4.4 Movement trajectories of single articulators and vocal tract imaging
16.4.5 Lingual‐Palatal Contact and Distance Patterns
16.4.6 Electromyography
16.5 Therapeutic Approaches in Dysarthria. 16.5.1 Framework of Therapeutic Intervention
16.5.2 Behavioral Treatment Strategies
16.5.3 Instrumental Aids and Prostheses
16.5.4 Medication
16.5.5 Surgical Procedures
16.5.6 Non‐invasive Brain Stimulation
16.5.7 Evaluation of Treatment Efficacy
REFERENCES
17 Apraxia of Speech
17.1 Introduction
17.2 Etiologies of AOS
17.2.1 Stroke AOS
17.2.2 Progressive AOS
17.2.3 Childhood Apraxia of Speech
17.2.3.1 Idiopathic CAS
17.2.3.2 Complex neurodevelopmental CAS
17.2.3.3 Genetic bases of CAS
17.2.3.4 Neural bases of CAS
17.3 Features and Differential Diagnosis
17.3.1 Diagnostic Criteria
17.3.1.1 Speech sound errors
17.3.1.2 Distortion of speech sounds
17.3.1.3 Slow speech and abnormal prosody
17.3.1.4 Inconsistency of errors
17.3.2 Differentiation from Dysarthria
17.4 Assessment
17.4.1 Eliciting an Informative Speech Sample
17.4.2 Measuring Relevant Speech Features
17.4.2.1 Ratings and diagnostic checklists
17.4.2.2 Precise measurement of speech features
17.4.3 Assessing Severity
17.4.4 Assessment Batteries
17.5 Treatment
17.5.1 Communication Access
17.5.2 Articulatory‐Kinematic Treatments of Target Segments
17.5.3 Integrating Articulatory‐Kinematic and Language Approaches
17.5.4 Focus on Words and Phrases
17.5.5 Rate, Rhythm, and Inter‐systemic Reorganization
17.5.6 Principles of Motor Learning and Motivation
17.6 Summary
REFERENCES
18 Augmentative and Alternative Communication: An Introduction
18.1 Introduction
18.2 AAC Systems
18.3 Components of Aided AAC Systems
18.3.1 Symbol Representation
18.3.2 Layout and Organization
18.3.2.1 Display types
18.3.2.2 Organization of vocabulary
18.3.3 Selection Techniques
18.3.4 Output
18.4 Assessment
18.4.1 The AAC Assessment Team
18.4.2 Primary Components of AAC Assessment
18.4.3 Assessment Procedures
18.4.4 Assessing the Individual’s Skills. 18.4.4.1 Sensory‐perceptual skills
18.4.4.2 Linguistic skills
18.4.4.3 Cognitive skills
18.4.4.4 Natural speech skills
18.4.4.5 Motor skills
18.4.5 Vocabulary Selection
18.4.6 Types of Vocabulary
18.5 AAC Intervention
18.6 Summary
REFERENCES
19 Fluency and Fluency Disorders
19.1 Introduction
19.1.1 Background, Philosophy, and Definition
19.1.2 Definition of Stuttering (Behavioral)
19.1.3 Other Fluency Disorders
19.1.4 Definition of Stuttering (Constructivist)
19.2 Stuttering Evaluation and Assessment
19.2.1 Behavioral Assessment of Stuttering
19.2.2 Alternate Methods for Assessing Stuttering Behaviors
19.3 Epidemiological Issues Related to Stuttering Based on Longitudinal Studies
19.3.1 Early Childhood Stuttering: Persistence and Recovery
19.3.2 Longitudinal Studies with Older Children
19.4 Causes of Stuttering
19.4.1 Multifactorial Theories
19.5 Treatment Techniques and Efficacy
19.5.1 Fluency Shaping
19.5.2 Stuttering Modification
19.5.3 Pharmacological Treatment
19.5.4 Fluency Enhancing Devices
19.5.5 Evolution of Preschool Stuttering Treatment
19.6 Developmental Trends in Stuttering and Stuttering Theory: Yesterday and Today
19.7 Summary
REFERENCES
20 Describing, Assessing, and Treating Voice Disorders
20.1 Introduction
20.2 Prevalence of Voice Disorders
20.3 Recent Developments in Voice and Voice Disorders
20.3.1 Pediatric Voice Disorders
20.3.2 Gender‐Related Voice Disorders
20.3.3 Laryngeal Cancer Treatment
20.3.4 Acoustic Voice Assessment Using Spectral and Temporal Measures
20.4 Voice Evaluations
20.4.1 Case History and Interview
20.4.2 Quality‐of‐Life Measures
20.4.3 Auditory Perceptual Observations
20.4.4 Visual Perceptual Observations
20.4.5 Acoustic Measurements
20.4.6 Aerodynamic Measurements
20.5 Voice Therapy
20.5.1 Indirect/Behavioral Voice Therapy Approaches
20.5.2 Direct Voice Therapy Approaches
20.5.2.1 Auditory
20.5.2.2 Somatosensory
20.5.2.3 Musculoskeletal
20.5.2.4 Respiratory
20.5.2.5 Vocal function
20.5.3 Treatment of the Aging Population
REFERENCES
21 Speech Disorders Related to Cleft Palate and Velopharyngeal Dysfunction
21.1 Introduction
21.2 Cleft Lip and Palate and Non‐cleft Velopharyngeal Dysfunction. 21.2.1 What is It?
21.2.2 Causal Pathway
21.2.3 Prevalence
21.2.4 Syndromes associated with Cleft Lip and/or Palate
21.2.5 Surgery and Speech
21.2.6 Care Pathway and the Multidisciplinary Team
21.3 Speech Development in Children Born with Cleft Palate
21.3.1 Assessment of Speech. 21.3.1.1 Babbling and early speech development
21.3.1.2 Cleft specific speech assessment tools
21.3.1.3 Phonological development
21.3.1.4 Obtaining a speech sample
21.3.1.5 Investigations of velopharyngeal function
21.4 Intervention. 21.4.1 Aims of Intervention with this Population
21.4.2 Range of Interventions Offered
21.4.3 Range of Delivery
21.4.4 Evidence for Intervention
21.5 Types of Intervention. 21.5.1 Early Intervention Approaches
21.5.2 Direct Intervention Approaches
21.5.2.1 Parent involvement in intervention
21.5.2.2 Instrumental approaches
21.6 Language Development in Children Born with Cleft Palate
21.7 Impact on Academic Achievement
21.8 The ICF‐CY, HRQoL and PROMs
21.9 Clinical Audit and Research. 21.9.1 Clinical Audit
21.9.2 Research
21.10 Conclusion
REFERENCES
22 Speech Disorders Related to Head and Neck Cancer: Laryngectomy, Glossectomy, and Velopharyngeal and Maxillofacial Defects
22.1 Introduction
22.1.1 Treatment Philosophy and Quality of Life
22.1.2 Cancer
22.1.3 Causative Factors
22.1.4 Tumor Diagnosis and Staging
22.1.5 Principles of Cancer Treatment
22.1.6 Side‐effects of Radiation Therapy
22.2 Total Laryngectomy
22.2.1 Speech Rehabilitation in Total Laryngectomy—Artificial Larynges
22.2.2 Esophageal Speech
22.2.3 Tracheoesophageal Speech
22.3 Partial Laryngectomies
22.3.1 Rehabilitation of the Partial Laryngectomee
22.4 Glossectomy
22.4.1 Rehabilitation of the Patient with a Glossectomy
22.5 Velopharyngeal Defects
22.6 Maxillofacial and Facial Defects
Acknowledgment
REFERENCES
23 ADHD and Communication Disorders
23.1 Introduction
23.2 What is ADHD? 23.2.1 Diagnosis of ADHD
23.2.2 ADHD Across Cultures
23.3 The Nature of ADHD
23.3.1 Barkley’s Framework for Executive Functions
23.3.1.1 Self‐directed attention (self‐awareness)
23.3.1.2 Self‐restraint (executive inhibition)
23.3.1.3 Sensing to the self (nonverbal working memory)
23.3.1.4 Internalization of language (verbal working memory)
23.3.1.5 Self‐directed appraisal (emotion/motivation to the self)
23.3.1.6 Self‐play (reconstitution or problem‐solving)
23.4 ADHD and Language Learning Disabilities
23.4.1 Associated Language/Literacy Disorders in ADHD‐only Children
23.4.1.1 Pragmatic Deficits
23.4.1.2 Oral Narrative/Expository Discourse. 23.4.1.2.1 Oral discourse comprehension
23.4.1.2.2 Oral discourse production
23.4.1.3 Reading Comprehension
23.4.2 Language/Literacy in ADHD with Comorbid Disorders
23.5 Implications for Assessment and Intervention. 23.5.1 Language Assessment of Children with ADHD
23.5.1.1 Pragmatic language assessment
23.5.1.2 Assessing narrative production
23.5.1.3 Assessing narrative/expository comprehension
23.5.1.4 Problem‐solving
23.5.2 Interventions for ADHD
23.5.2.1 Deficits in verbal working memory
23.5.2.2 Deficits in sense of time
23.5.2.3 Deficits in self‐motivation
23.6 Conclusion
REFERENCES
24 Communication Deficits Associated with Right Hemisphere Brain Damage
24.1 Introduction
24.2 Overview of Disorders of Communication
24.3 Themes Underlying Comprehension Disorders
24.3.1 Activation of Distantly Related Meanings
24.3.2 Multiple Meanings
24.3.3 Using Context to Facilitate Comprehension
24.3.3.1 Using context to generate inferences
24.3.3.2 Determining appropriate interpretations
24.3.3.3 Integrating multiple cues
24.4 Discourse Production Deficits
24.5 Assessment
24.5.1 Treatment
24.5.2 Treatment for Impaired Activation of Distantly Related Meanings and Multiple Meanings
24.5.3 Treatment Using Context to Facilitate Comprehension
24.5.4 Treatment for Discourse Production and Pragmatics
24.6 Conclusions
REFERENCES
25 Traumatic Brain Injury
25.1 Introduction
25.2 Overview
25.2.1 Incidence
25.2.2 Consequences of TBI
25.3 Cognitive‐Communication Disorders Following TBI and their Assessment
25.3.1 Discourse Impairments
25.3.1.1 Monologic discourse impairments
25.3.1.1.1 Microlinguistic discourse impairments
25.3.1.1.2 Microstructural discourse impairments
25.3.1.1.3 Macrolinguistic discourse impairments
25.3.1.1.4 Superstructural discourse impairments
25.3.1.2 Conversational discourse impairments
25.3.1.2.1 Response appropriateness
25.3.1.2.2 Topic management
25.3.1.2.3 Pragmatic rating scales and checklists for conversational discourse
25.3.2 Pragmatic Impairments. 25.3.2.1 Deficits in social communication
25.3.2.2 Impact on social reintegration
25.4 Potential Cognitive Explanations for Communication Deficits Following TBI. 25.4.1 Attention and Information Processing. 25.4.1.1 Attentional components affected by TBI
25.4.1.2 Cognitive processes underlying attention in TBI
25.4.1.3 Working memory theory
25.4.1.4 Communication deficits
25.4.2 Memory
25.4.2.1 Communication deficits
25.4.2.2 Working memory
25.4.2.3 Post‐traumatic amnesia
25.4.2.4 Episodic and semantic memory
25.4.3 Executive Functions
25.4.3.1 Definitions of executive functions and their components
25.4.3.2 Communication deficits
25.4.3.3 Prefrontal cortex function and communication
25.4.3.3.1 Structured event complex
25.4.3.3.2 Somatic marker hypothesis and communication
25.4.4 Potential Discourse Model for TBI: Structure Building Framework
25.4.5 Theory of Mind and Neuropragmatics
25.5 Management of Cognitive Communicative Disorders Following TBI. 25.5.1 Discourse Treatment
25.5.2 Pragmatic Intervention
25.6 Conclusion
REFERENCES
26 Dementia
26.1 Introduction
26.1.1 Definitions of Dementia and Neurocognitive Disorder
26.2 Conditions Leading to Dementia
26.2.1 Reversible Dementias
26.2.2 Neuropathologies in Dementia Associated with Progressive Neurological Conditions
26.2.3 Cognitive, Communicative and Behavioral Patterns
26.3 Risk Factors for Dementia and Conditions Leading to Dementia
26.4 Diagnosis and Assessment
26.5 Intervention for Communication and Cognition in Dementia
26.6 Dementia and Bilingualism
26.7 Interactional Approaches to Dementia and Cognition
REFERENCES
NOTES
Author Index
Index
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