This book is for undergraduate students to learn about communication sciences and disorders through the lense of a lifetime, and how these disorders change.
Preface
Acknowledgments
Contributor
Reviewers
Using This
Textbook
Chapter
1. An
Introduction to Communication Disorders and the Professions of
Speech-Language
Pathology and Audiology
Learning
Objectives
Key Terms
Introduction
What We Know About
This Topic
What Is a Communication Disorder?
Cultural Considerations
What Are the
Career Pathways for Audiologists and Speech-Language Pathologists?
Audiologists
Speech-Language Pathologists
Career Pathways for Audiology or
Speech-Language Pathologist Assistants
Research
Innovations in Communication Sciences and Disorders
Why Is This Topic Important?
Overview of the
Book
Chapters
Chapter Summary
Key Takeaways
Chapter Review
Questions
Learning
Activities
Additional
Resources
References
Chapter
2.
Disability Across the Lifespan
Leaning Objectives
Key Terms
Introduction
Language Used in This
Chapter
What Is
Disability?
History of
Disability
Models of
Disability
Stigmatization
Disability and
Illness
Ableism and
Accessibility
The
Intersectionalities of Disability
Disability and Race
Disability and Gender
Disability and Age
Disability and Socioeconomic Status
Disability Rights
in the United States
Why Is This Topic
Important?
Chapter Summary
Chapter Review
Questions
Learning
Activities
Suggested Reading
Suggested Films
References
Chapter
3.
Understanding Speech and Language Development
Learning
Objectives
Key Terms
Introduction
Early Speech
Development
Early Language
Development
Receptive and
Expressive Language
Phonology
Semantics
Morphology and Syntax
Pragmatics
Late Talkers
Assessment
Intervention
Why Is It
Important to Understand Speech and Language Development?
Chapter Summary
Chapter Review
Questions
Learning
Activities
Suggested Reading
Additional
Resources
References
Chapter
4. Anatomy
and Physiology of the Speech Mechanism
Learning
Objectives
Key Terms
Introduction
Respiratory System
Phonatory System
Characteristics of Voice Production:
Pitch and Loudness
Articulatory
System
Resonatory System
Chapter Summary
Chapter Review
Questions
Learning
Activities
References
Chapter
5.
Developmental Speech Sound Disorders
Learning
Objectives
Key Terms
Introduction
What We Know About
This Topic
Risk Factors for Functional Speech
Sound Disorders
Incidence/Prevalence of Childhood
Speech Sound Disorders
Characteristics of
Speech Sound Disorders
Cultural Considerations in Speech
Production
What Can We Do to
Address This Communication Challenge?
Assessment
Cultural Considerations for
Assessing Bilingual Children
Intervention for
Childhood Speech Disorders
Intervention Considerations for
Culturally and Linguistically Diverse Populations
Why Is This Topic
Important?
Application to a
Child
Chapter Summary
Chapter Review
Questions
Learning
Activities
Suggested Reading
Additional
Resources
References
Chapter
6. Motor
Speech Disorders
With Dorothy Yang
Learning
Objectives
Key Terms
Introduction
The Brain
Motor Speech
Disorders
Dysarthria
Apraxia of Speech
Cerebral Palsy
Impact of Motor Speech Disorders
Across the Lifespan
Cross-Cultural Information
Assessment
Assessment for Adult Populations
Assessment Considerations for
Pediatric Populations
Cross-Cultural Considerations in
Assessment
Treatment
Treatment for Adult Populations
Treatment Considerations for
Pediatric Populations
Why Is This Topic
Important?
Application to a
Child
Application to an
Adult
Chapter Summary
Chapter Review
Questions
Learning
Activities
Suggested Reading
References
Chapter
7.
Childhood Language Disorders
Learning Objectives
Key Terms
Introduction
What We Know About
This Topic
Signs and Symptoms of Language
Disorders
Incidence and Prevalence of Language
Disorders
Causes of Language Disorders
Other Disorders That Share
Characteristics of a Language Disorder
What Do We Do to
Address This Communication Challenge?
Assessment of Childhood Language
Disorders
Cultural Considerations
Intervention for Childhood Language
Disorders
Intervention Applications in
Cultural Groups
Additional Intervention Approaches
Service Delivery Options
Why Is This Topic
Important?
Application to a
Child
Chapter Summary
Chapter Review
Questions
Learning
Activities
Suggested Reading
Additional
Resource
References
Chapter
8.
Specific Learning Disorders and Literacy Impairments
Learning
Objectives
Key Terms
Introduction
What Is a Specific
Learning Disorder?
What We Know About
This Topic
Incidence and Prevalence of Learning
Disorders
Signs of Learning Disorders
Causes of Learning Disorders
Co-Occurring Disorders
Reading Disorders
Written Language Disorders
Math Disorders
Nonverbal Learning Disability
What Do We Do to
Address This Communication Challenge?
Assessment
Intervention
Why Is This Topic
Important?
Application to a
Child
Application to an
Adolescent
Chapter Summary
Chapter Review
Questions
Learning
Activities
Suggested Reading
Additional
Resources
References
Chapter
9. Adult
Language and Cognitive Communication Disorders
Learning
Objectives
Key Terms
Introduction
The Brain
Aphasia
Fluent Aphasia
Nonfluent Aphasia
Causes
Impact of Aphasia Across the
Lifespan
Right Hemisphere
Disorder
Causes
Impact of Right Hemisphere Brain
Injury Across the Lifespan
Traumatic Brain
Injury
Causes
Impact of Traumatic Brain Injury
Across the Lifespan
Dementia
Causes
Alzheimer Disease
Impact of Dementia Across the
Lifespan
Assessment
Aphasia
Right Hemisphere Disorder
Traumatic Brain Injury
Dementia
Cultural Considerations
Intervention
Aphasia
Right Hemisphere Disorder
Traumatic Brain Injury
Dementia
Cultural Considerations
Why Is This Topic
Important?
Application to an
Adult
Chapter Summary
Chapter Review
Questions
Learning
Activities
Suggested Reading
References
Chapter
10.
Fluency Disorders
Learning
Objectives
Key Terms
Introduction
What We Know About
This Topic
Incidence and Prevalence
Characteristics of
Stuttering
Characteristics of Cluttering
Causes of Stuttering
Causes of Cluttering
Assessment
Results of an Assessment
Cultural and Linguistic
Considerations for Assessment
What Do We Do to
Address This Communication Challenge?
Interventions for Stuttering
Interventions for Cluttering
Cultural and Linguistic
Considerations for Stuttering Intervention
Why Is This Topic
Important?
Application to a
Child
Application to an
Adolescent or Adult
Chapter Summary
Chapter Review
Questions
Learning
Activities
Suggested Reading
Additional
Resources
References
Chapter
11. Voice
Disorders
Learning
Objectives
Key Terms
Introduction
What We Know About
This Topic
Voice Disruption in Voice Disorders
Causes of Voice Disruption
What Do We Do to
Address This Communication Challenge?
Assessment of Voice Disorders
Intervention for Voice Disorders
Why Is This Topic
Important?
Application to a
Child
Application to an Adolescent
or Adult
Chapter Summary
Chapter Review
Questions
Learning
Activities
Suggested Reading
Additional
Resources
References
Chapter
12.
Feeding and Swallowing Disorders
With Dorothy Yang
Learning
Objectives
Key Terms
Introduction
What We Know About
This Topic
Preoral Phase
Oral Preparatory/Oral Phase
Pharyngeal Phase
Esophageal Phase
Characteristics of Dysphagia
Impact of the
Disorder Across the Lifespan
Cross-Cultural Information
Assessment
Assessment Considerations for Adults
Populations
Assessment Considerations for
Pediatric Populations
Treatment
Treatment Considerations for Adult
Populations
Treatment Considerations for
Pediatric Populations
Why Is This Topic
Important?
Application to a
Child
Application to an
Adolescent or Adult
Chapter Summary
Chapter Review
Questions
Learning
Activities
Suggested Reading
References
Chapter
13.
Hearing Disorders and Their Impact on Communication
Learning
Objectives
Key Terms
Introduction
What We Know About
This Topic
Anatomy of the Hearing Mechanism
Normal Hearing Development
What Does Hearing Impairment Look
Like?
What Do We Do to
Address This Communication Challenge?
Hearing Assessment
Hearing Assessment in Children
Treatment Planning, Management, and
Options for Individuals With Hearing Loss
Cultural and Linguistic
Considerations
Why Is This Topic
Important?
Application to a
Child
Application to an
Adolescent or Adult
Chapter Summary
Chapter Review
Questions
Learning
Activities
Suggested Reading
Additional
Resources
References
Chapter
14.
Augmentative and Alternative Communication
Learning
Objectives
Key Terms
Introduction
Characteristics of
AAC
Unaided AAC
Aided AAC
No-Tech/Low-Tech AAC
High-Tech AAC
Access
Symbols and Vocabulary
Importance of AAC
AAC Users
AAC Assessment
AAC Intervention
AAC Intervention for Developmental
Conditions
AAC Intervention
for Acquired Conditions
Considerations for
AAC
AAC Abandonment
Multimodal Communication
Bilingual AAC Users
Myths of AAC
Applications to a
Child
Applications to an
Adult
Chapter Summary
Chapter Review
Questions
Learning
Activities
Suggested Reading
References
Chapter
15.
Understanding Research and Evidence-Based Practice
Learning
Objectives
Key Terms
Introduction
Types of Research
Quantitative Research
Qualitative Research
Importance of
Research for Clinical Practice
Chapter Summary
Chapter Review
Questions
Learning
Activities
Suggested Reading
References
Appendix
151. Tips
for Reading a Primary Source
Glossary
Index
Patricia A. Prelock, PhD, CCC-SLP, BCS-CL, F-ASHA, FNAP-SLP, is the Interim President, University of Vermont. Formerly, she was Provost and Senior Vice President for 5 years, and the Dean of the College of Nursing and Health Sciences at the University of Vermont for 10 years. She is also a Professor of Communication Sciences and Disorders, and Professor of Pediatrics in the College of Medicine at the University of Vermont. Dr. Prelock received her PhD in speech-language pathology from the University of Pittsburgh. She is a recognized expert in the nature and treatment of autism spectrum disorders (ASD) and has been awarded nearly $25 million dollars in university, state, and federal funding as a PI or Co-PI to develop innovations in interdisciplinary training supporting children and youth with neurodevelopmental disabilities and their families, to facilitate training in speech-language pathology, and to support her intervention work in ASD. She has over 220 publications including 20 books and 598 peer-reviewed and invited presentations/keynotes in the areas of autism and other neurodevelopmental disabilities, collaboration, IPE, leadership, and language learning disabilities. In 2019, she was named Associate Editor for the Journal of Autism and Developmental Disorders. Dr. Prelock received the University of Vermonts Kroepsch-Maurice Excellence in Teaching Award in 2000, was named an ASHA Fellow in 2000, and a University of Vermont Scholar in 2003. Dr. Prelock was named a Distinguished Alumna of the University of Pittsburgh. In 2016, she received the ASHA Honors of the Association and in 2017 she was named a Distinguished Alumna of Cardinal Mooney High School. Dr. Prelock also received the 2018 Jackie M. Gribbons Leadership Award from Vermont Women in Higher Education. Dr. Prelock is a Board-Certified Specialist in Child Language and was named a Fellow in the National Academies of Practice (NAP) in speech-language pathology in 2018. She was the 2013 President for the American Speech-Language-Hearing Association and was President of the ASHFoundation in 2020 and 2021.
Ashley Brien, PhD, CCC-SLP, is an ASHA certified speech-language pathologist. She received her MS in Communication Sciences and Disorders and her PhD in Interprofessional Health Sciences from the University of Vermont. She has instructed many courses at the undergraduate and graduate levels in the areas of autism, social cognition, augmentative and alternative communication, disability, and research methods. Additionally, she provides intervention in speech, language, AAC, and social communication to children and adolescents and their families. Dr. Briens research focuses on the development, implementation, and social validity of family-centered interventions to support social learning and episodic memory in individuals with autism. She has also designed intervention materials to support social cognition and communication in a variety of populations with social learning challenges. She has written about her work in several peer-reviewed articles and presented her findings nationally and internationally. She is also co-author of the book Supporting Social Learning in Autism: An Autobiographical Memory Program to Promote Communication and Connection.
