Introduction to Clinical Methods in Communication Disorders

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9781598572865: Introduction to Clinical Methods in Communication Disorders
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The bestselling core textbook on communication disorders is better than ever with this new third edition, thoroughly revised and based on updated ASHA standards. Covering a broad range of disorders and developmental levels, this text gives future professionals up-to-date guidance on evidence-based practice from more than 20 academics and working clinicians. Preservice SLPs and audiologists will get a comprehensive guide to contemporary clinical practice—one they’ll use for the rest of their careers to provide the best possible services for people with communication disorders. An essential text for all students in clinical methods courses and a reliable reference for practicing professionals!


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ALL THE LATEST ON
  • implementing evidence-based practice to improve client outcomes
  • aligning everyday practice with the ASHA Code of Ethics
  • collecting communication samples
  • conducting effective assessment and implementing interventions
  • understanding public policies that affect clinical practice
  • ensuring sensitive and efficient clinical communications, including counseling clients, documenting findings, and recording treatment outcomes
  • delivering services skillfully across settings, including homes, hospitals, and schools
  • working with families from diverse cultural and linguistic backgrounds
  • providing successful family-centered services
  • making sound decisions about assistive technology

WHAT’S NEW:
  • New chapters on assessment, the role of research in clinical practice, communication sampling procedures, and cultural diversity
  • Updated ASHA standards
  • Coverage of new legislation and regulations
  • New bases of evidence for the intervention chapter
  • Updated clinical communication chapter with more coverage of electronic records and HIPAA compliance
  • Expanded service delivery chapter that discusses the emerging roles of SLPs and AUDs.

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About the Author:


Rhea Paul, Ph.D., received her bachelor's degree from Brandeis University in Waltham, Massachusetts, in 1971, her master's degree from Harvard Graduate School of Education in 1975, and her doctorate in communication disorders from the University of Wisconsin-Madison in 1981. Dr. Paul has published more than 90 journal articles, 40 book chapters, and 8 books. Her research on language development in toddlers with delayed language acquisition was funded by the National Institutes of Health. She has also held grants from the Meyer Memorial Trust, the American Speech-Language-Hearing Association (ASHA) Foundation, the Medical Research Foundation, and the National Association for Autism Research.

 

Dr. Paul has been a fellow of ASHA since 1991 and received the 1996 Editor's Award from the American Journal of Speech-Language Pathology. In September 1997, she accepted a joint appointment in the Communication Disorders Department at Southern Connecticut State University and the Child Study Center at Yale University. She spent the summer of 1998 as a visiting professor at the University of Sydney in Australia. Dr. Paul received a Yale Mellon Fellowship for 1998-1999 and the Southern Connecticut State University Faculty Scholar Award for 1999. She was recently awarded an Erskine Fellowship to spend a semester as a visiting scholar at Canterbury University in Christchurch, New Zealand. The second edition of her textbook, Language Disorders from Infancy Through Adolescence: Assessment and Intervention, was published in 2001 by Mosby in St. Louis, Missouri. Dr. Paul has been teaching child language development and disorders courses for 20 years.



Michele A. Anderson, Ph.D., CCC-SLP, is an assistant professor at Western Michigan University. She was instrumental in coordinating the national validation studies for the Test of Integrated Language and Literacy Skills (TILLS) under the direction of Dr. Nickola Nelson and serves as TILLS Project Coordinator.

Dr. Anderson's most recent scholarly work involves investigating the role of verbal working memory in child language assessment, test development, cultural influences on pragmatics of writing, phonological awareness training for pre-school age children, and influences on reading comprehension.

She has taught child language development courses at Western Michigan University, co-written articles, and given numerous national presentations on topics related to school-age child language disorders.



Michelle S. Bourgeois, Ph.D., CCC-SLP, is a professor in the Department of Communication Sciences and Disorders at the University of South Florida and a Fellow of the American Speech Language Hearing Association at Hunter College. A clinical researcher, she investigates interventions designed to improve the quality and quantity of cognitive-communication outcomes for persons with dementia, traumatic brain injury, or aphasia and their spouses and caregivers.



Paul W. Cascella received his bachelor’s degree from Marquette University in Milwaukee, Wisconsin; his master’s degree from the State University of New York at Buffalo; and his doctoral degree in special education from the University of Connecticut. Dr. Cascella is a speech-language pathologist whose primary interests are communication services and supports for individuals with severe and low-incidence disabilities. He has published more than 20 journal articles and book chapters, and his research specifically focuses on functional assessment and intervention strategies for individuals with intellectual disability and autism spectrum disorders. Dr. Cascella also has clinical expertise in pediatric phonology and fluency, and he is an active clinician who routinely collaborates with public school districts throughout Connecticut. Dr. Cascella is the speech-language pathologist for the Hamden Transition Academy, a high school program on the campus of Southern Connecticut State University aimed at meeting the educational needs of older high school students as they make the transition to adult living and employment. Dr. Cascella was a Mellon Fellow at the Yale Child Study Center (2000–2001) and is an editorial consultant for Mosby’s Medical, Nursing, & Allied Health Dictionary, Seventh Edition (Mosby Harcourt, in press). He currently serves on the Board of Directors for Vantage, Inc., a community agency providing residential and vocational supports to adults with disabilities.



James J. Dempsey, Ph.D., is chairperson of the Department of Communication Disorders at Southern Connecticut State University. Dr. Dempsey received his doctorate from the University of Connecticut. His research interests include hearing aid fitting strategies as well as measures of functional and communicative benefits derived from hearing aid use.



Marc E. Fey, Ph.D., Professor, Hearing and Speech Department, University of Kansas Medical Center, 3901 Rainbow Boulevard, Kansas City, Kansas 66160

Dr. Fey's primary research and clinical interests include the role of input on children's speech and language development and disorders and the efficacy and effectiveness of speech and language intervention with children. Dr. Fey was editor of the American Journal of Speech-Language Pathology from 1996 to 1998 and was chair of the American Speech-Language-Hearing Association Publications Board from 2003 to 2005. Along with his many publications, including articles, chapters, and software programs, he has published three other books on language intervention—Language Intervention with Young Children (Allyn & Bacon, 1986) and Language Intervention: Preschool Through the Elementary Years (co-edited with Jennifer Windsor & Steven F. Warren; Paul H. Brookes Publishing Co., 1995), and Treatment of Language Disorders in Children (co-edited with Rebecca McCauley; Paul H. Brookes Publishing Company, 2006). Dr. Fey received the American Speech-Language-Hearing Association's Kawana Award for Lifetime Achievement in Publication in 2010 and the Honors of the Association in 2011.



Elizabeth E. Galletta, Ph.D., is a speech-language pathologist and assistant professor at Hunter College, CUNY. Her research and clinical interests include fluency disorders and adult neurogenic disorders, with a focus on functional improvement poststroke. She is a visiting research scientist in the Stroke Rehabilitation Research Laboratory at the Kessler Foundation Research Center, University of Medicine and Dentistry of New Jersey in West Orange, New Jersey.



Brian A. Goldstein, Ph.D., CCC-SLP, is Provost & VP for Academic Affairs and Professor at the Department of Communication Sciences and Disorders at La Salle University in Philadelphia, PA. He received a masters and doctorate in speech-language pathology from Temple University and a bachelors in Linguistics and Cognitive Science from Brandeis University. He is well-published in the area of speech sound development and disorders in bilingual populations. His focus is on phonological development and disorders in monolingual Spanish-speaking and Spanish-English bilingual children. He is a fellow of the American Speech-Language-Hearing Association (ASHA) and received ASHA's Certificate of Recognition for Special Contribution in Multicultural Affairs.



Monica Gordon-Pershey, Ed.D., CCC-SLP, is an associate professor in the Speech and Hearing Program, School of Health Sciences, Cleveland State University, and was formerly Program Director. She is the author of numerous articles, book chapters, and presentations on language and literacy and on the preprofessional and professional development of speech-language pathologists and literacy educators.



Jane Hindenlang, M.S., has worked as a speech-language pathologist for more than 30 years with both adults and children. In addition to her position as a clinical instructor at the Center for Communication Disorders at Southern Connecticut State University, Ms. Hindelang also coordinates the clinic for adults with neurologically based communication disorders, which includes providing educational programs and counseling for caregivers.



Aquiles Iglesias, Ph.D., is Professor and Founding Director of the Speech-Language Pathology Program at the University of Delaware. He was formerly a professor at Temple University and held various administrative positions. His major area of research is cultural and linguistic diversity, with a concentration on language acquisition in bilingual children. He developed the BESA (Bilingual English/Spanish Assessment) and has numerous publications. He is a Fellow of the American Speech-Language-Hearing Association (ASHA) and received its highest award, Honors of the Association.



Laura M. Justice, Ph.D., EHE Distinguished Professor, Teaching and Learning Administration, Executive Director of the Schoenbaum Family Center and the Crane Center for Early Childhood Research and Policy, The Ohio State University, 175 E 7th Ave., Columbus, Ohio 43201

Dr. Justice's research primarily focuses on young children who exhibit developmental vulnerabilities in language and literacy acquisition. Much of her research considers the effects of teacher- or parent-implemented interventions on children's learning, including the effective use of storybooks. She is a recipient of the Annie Glenn Leadership Award in Speech-Language Pathology, the Editor's Award (from the American Journal of Speech-Language Pathology), the Early Career Publication Award (from the Division of Research, Council for Exceptional Children), the Erskine Fellowship (from the University of Canterbury), and the Fulbright Scholar Award. Dr. Justice has also received the Presidential Early Career Award in Science and Engineering (from President G.W. Bush).



Michelle MacRoy-Higgins, Ph.D.,Assistant Professor, Hunter College, The City University of New York, Brookdale Campus, 425 East 25th Street, Mailbox #727, New York, NY 10010
Michelle MacRoy-Higgins is Speech-Language Pathologist and Assistant Professor at Hunter College, The City University of New York. Her research and clinical interests include language and phonological development and disorders in children and children with autism spectrum disorders.



Kevin M. McNamara, M.A., is the director of the Center for Communication Disorders at Southern Connecticut State University, where he also serves as a clinical educator. He has presented workshops and published in the areas of communication supports for children and adults with intellectual disability and clinical education in speech-language pathology and audiology.



Gladys Millman, M.A., CCC-SLP, CAGS, is a speech-language pathologist (SLP) who also holds a degree in assistive technology and augmentative communication. She views augmentative and alternative communication (AAC) as a natural extension of her life’s work because it broadens her ability to facilitate language and communication skills in others. She practices as an SLP, AAC evaluator, staff trainer, adjunct lecturer (AAC), and clinical supervisor.



Nickola Wolf Nelson, Ph.D., CCC-SLP, BCS-CL, is Professor Emerita in the Department of Speech, Language, and Hearing Sciences and former Director of the Ph.D. program in Interdisciplinary Health Sciences at Western Michigan University. She is author of the book Language and Literacy Disorders: Infancy Through Adolescence, and first author of the Test of Integrated Language and Literacy Skills (TILLS), as well as editor-in-chief of the journal, Topics in Language Disorders. Dr. Nelson's research and publications focus on curriculum-based language and literacy assessment and intervention.



Mary H. Purdy, Ph.D., is a professor at Southern Connecticut State University. Her research interests are in the cognitive processes underlying aphasia and their influence on management of communication difficulty, family education and training, and interdisciplinary collaboration. She is board certified by the Academy of Neurologic Communication Disorders and Sciences.



Denise LaPrade Rini, M.A., has been a practicing clinician in pediatrics with a particular interest in children ages birth to 5 who exhibit significant communication impairments. As a member of the Department of Communication Disorders at Southern Connecticut State University, she has provided training for graduate clinicians and taught a variety of undergraduate and graduate courses for more than three decades..



Froma Roth, Ph.D., is Professor Emerita of the University of Maryland and associate director of Academic Affairs and Research Education at the American Speech-Language-Hearing Association. Her research program has been directed at specifying relationships between oral language and emergent and early literacy. She is the coauthor of a basic textbook on speech and language intervention, Treatment Resource Manual for Speech-Language Pathology (4th ed.); and the coauthor of Promoting Awareness of Speech Sounds (PASS), a published phonological awareness program for preschool and primary school settings. She serves as the Council for Exceptional Children’s Division of Communication Disabilities and Deafness liaison to the National Joint Council on Learning Disabilities. Her publications emphasize issues related to the assessment and treatment of language and literacy problems from preschool through adolescence.



Mary Beth Schmitt, M.S., CCC-SLP, is a doctoral student at The Ohio State University. She has worked as a speech-language pathologist in the Texas public school system and as a clinical instructor at Texas Tech University and the University of Texas at Dallas. She is interested in evidenced-based research for preschoolers and early elementary students with language disorders.



Elizabeth Schoen Simmons, M.S., CCC-SLP, is a speech-language pathologist at the Yale Child Study Center, where she works as part of a multidisciplinary team to diagnosis and treat children with autism spectrum disorders. In addition to her clinical work, she has participated in and published research on early communication development in toddlers with autism spectrum disorder.

Geralyn R. Timler, Ph.D., Assistant Professor in the Department of Speech and Language Pathology and Audiology at Miami University, focuses on social communication disorders in preschoolers, school-age children, and adolescents.



Donald A. Vogel, Au.D., has directed the Hunter College, CUNY, Center for Communication Disorders since 2003. Bridging both audiology and speech-language pathology in tasks related to the center’s mission of training and service, Dr. Vogel utilizes clinical, administrative, and leadership skills learned in his years working at hospitals and clinics. He collaborates with colleagues to facilitate research on areas relating to technology and communication.



Patrick R. Walden, Ph.D., CCC-SLP, is an assistant professor in the Department of Communication Sciences and Disorders at St. John’s University. His research and scholarship have focused on speech-language pathologists’ workplace learning behaviors, leadership and administration in the professions, and language characteristics in children and adult clinical populations.


Review:

“An up-to-date, valuable resource. From start to finish, this text serves as a thorough, easily accessible guide for successfully navigating a wide variety of clinical experiences.” (Shari L. DeVeney, Ph.D., CCC-SLP)

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Book Description Brookes Publishing Co, United States, 2014. Paperback. Condition: New. 3rd Revised edition. Language: English . Brand New Book. The bestselling core textbook on communication disorders is better than ever with this new third edition, thoroughly revised and based on updated ASHA standards. Covering a broad range of disorders and developmental levels, this text gives future professionals up-to-date guidance on evidence-based practice from more than 20 academics and working clinicians. Preservice SLPs and audiologists will get a comprehensive guide to contemporary clinical practice-one they ll use for the rest of their careers to provide the best possible services for people with communication disorders. An essential text for all students in clinical methods courses and a reliable reference for practicing professionals!ALL THE LATEST ON:implementing evidence-based practice to improve client outcomesaligning everyday practice with the ASHA Code of Ethicscollecting communication samplesconducting effective assessment and implementing interventionsunderstanding public policies that affect clinical practiceensuring sensitive and efficient clinical communications, including counselling clients, documenting findings, and recording treatment outcomesdelivering services skilfully across settings, including homes, hospitals, and schoolsworking with families from diverse cultural and linguistic backgroundsproviding successful family-centred servicesmaking sound decisions about assistive technologyWHAT S NEW:New chapters on assessment, the role of research in clinical practice, communication sampling procedures, and cultural diversity * Updated ASHA standards * Coverage of new legislation and regulations * New bases of evidence for the intervention chapter * Updated clinical communication chapter with more coverage of electronic records and HIPAA compliance * Expanded service delivery chapter that discusses the emerging roles of SLPs and AUDs. Seller Inventory # AAC9781598572865

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