Since this book was first published, four years ago, there has been a considerable upsurge of interest in the field of both normal and abnormal voice production. Tangible evidence of this lies in the publication of the Journal of Voice in the United States, and in the UK the formation of the British Voice Association. This organization has attracted an increasing membership from professionals involved in all aspects of voice care and use - actors and singers, laryngologists and speech therapists, teachers and phoneticians. The Association holds regular study days, holds an annual two-day symposium, and publishes a Newsletter which attracts entries from this broad spectrum of professionals. We have also seen an increase in the number of specialist voice clinics, and in the two final chapters in this book a contrast is presented between such a specialist setting and the more typical clinic that operates in the majority of general hospitals. This last chapter now contains a breakdown of voice referrals over an eight-year period, which must represent a unique published study in this country. There still remains, however, little research into the management of voice disorders. There is clearly a need for more efficacy studies into specific treatment methods, and the single case-study designs developed in the field of aphasia would seem to be appropriate here.
The title of this book may at first appear to be somewhat restrictive in its use of terminology. However, this is far from the intention of the writer; on the contrary, the following chapters seek to reflect a departure from the traditional segmentally orientated approach to this type of disability. Indeed one reason why the book has been written is the sense of frustration arising out of the largely ineffectual static and structural methodology of remedial work. Alternative titles could have been Disorders of Speech Production, or Neurogenic Speech Disorders, but neither would have encapsulated the essence of the book. Much of the recent research in the neurophysiology of motor control and also in the field of neurolinguistics has been concerned with ways in which intention and planning of movement is effected. Such models are still in their infancy, but it seems the potential value of their application to speech is considerable. In the case of verbal dysp'taxia, for example, we have long since in rather vague terms described it as a disorder of organization and programming without ever stating exactly what may be disorganized or not properly planned. This book does not provide the answer for as yet there is insufficient data on which to work so that formulated theories may be tested and further defined. But as we move from speculative guess-work towards established fact so the likelihood grows of providing more positive help for those who suffer these drastic limitations in communication.
While most children develop verbal reasoning skills with relative ease, others find it more challenging. Verbal reasoning is particularly difficult for children who are recognised as having delayed language skills, specific language impairment, Autistic Spectrum Disorder (including Asperger's Syndrome), pragmatic language impairment or moderate learning difficulties. Children with less obvious oral language difficulties may begin to struggle when they start to read. This photocopiable resource provides a clear structure to assist teachers, SENCOs, learning support assistants and speech & language therapists in developing children's language from the concrete to the abstract. It is based on fifty picture and verbal scenarios that can be used flexibly with a wide range of ages and abilities.
This superb series of four photocopiable manuals provides pages of practical resource materials for every aphasia therapist in a form which is conveniently accessible, imaginative and clearly laid out.
This photocopiable manual covers an area where reading materials are often hard to come by for the dysphasic client. Texts which are sufficiently simple are not always appropriately adult and the type size is often too small and too crowded. The title meets the need for a wide selection of reading materials suitable for the client with acquired dyslexia. Its contents arranged in a hierarchy of reading tasks from the very basic to the more advanced. Beginning with highly imageable single words, the activities move on to the more abstract at single word level. It introduces sentences of varying syntactic and semantic complexity. It also includes a wealth of reading passages ranging from short paragraphs with sytacticly simple content, to the more advanced material for those with slight dyslexic problems. It is designed to help the dyslexic client as much as possible, the format and large print makes this the ideal resource for photocopying as handouts.
Aphasia Therapy in Practice: Writing completes this series in practical aphasia manuals compiled by the speech therapy team at City University, London.
This superb series of four photocopiable manuals provides pages of practical resource materials for every aphasia therapist in a form which is conveniently accessible, imaginative and clearly laid out.
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