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  • Facial-Oral Tract Therapy (F.O.T.T.) : For Eating, Swallowing, Nonverbal Communication and Speech
    Facial-Oral Tract Therapy (F.O.T.T.) : For Eating, Swallowing, Nonverbal Communication and Speech

    The book offers a comprehensive approach to the assessment and treatment of disturbances in facial expression, oral movement, swallowing, breathing, voice and speech production caused by developmental and acquired neurological conditions.The principles outlined are used in patients with different etiologies (e.g. stroke, tumors, traumas). F.O.T. T., developed by Kay Coombes, is a hands-on approach based on an understanding of neurological functions and the way we learn from experience.The approach aims to give the patient experience of physiological posture and movement using facial-oral functions in normal activities of daily living (ADL). Rather than mere “exercises”, F.O.T.T involves meaningful activities aiming to promote participation, according to ICF criteria.Four main areas are covered: nutrition, oral hygiene, nonverbal communication and speech.Each chapter summarises the problems of severely ill patients and shows the clinical reasoning behind the solutions offered.Separate chapters discuss tracheostomy management and the training of the carers involved, including relatives.The chapter authors are experienced specialists (physio-, occupational- and speech-language therapists and physicians), whose contributions aim to provide interdisciplinary perspectives and translate latest research into clinical practice.

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  • Cognitive Communication Disorders
    Cognitive Communication Disorders

    The fourth edition of Cognitive Communication Disorders is an essential text for graduate speech-language pathology courses on cognitively-based communication disorders.It provides vital information on the cognitive foundations of communication (attention, memory, and executive function).The book provides readers with a comprehensive theoretical and applied review of how deficits in these core cognitive abilities manifest in right hemisphere brain damage, dementia, primary progressive aphasia, concussion, and traumatic brain injury.Case studies illustrate principles of clinical management, and figures and tables facilitate understanding of neurobehavioral correlates, differential diagnoses, and other critical clinical information. New to the Fourth EditionNew co-editor, Sarah E. WallaceA new chapter on working with underserved populations Chapters now begin with learning objectives for an educational frame of reference for students before new material is presentedA glossary makes it easy to find definitions of all of the book's key terminologyUpdated and expanded evidence-based information on assessment and treatment of cognitive communication deficitsUpdated case studies addressing assessment and treatment of individuals with cognitive communication disorders with attention to underserved clinical populationsNew online ancillary resources include a test bank and sample syllabus for instructors, and a list of helpful recommended readings for studentsThe international roster of returning and new contributors includes Maya Albin, Margaret Lehman Blake, Jessica A.Brown, Mariana Christodoulou Devledian, Fofi Constantinidou, Petrea L.Cornwell, Heather Dial, Eduardo Europa, Kathryn Y. Hardin, Maya Henry, Ronelle Heweston, Kelly Knollman-Porter, Nidhi Mahendra, Katy H.O'Brien, Mary H. Purdy, Sarah N. Villard, Sarah E. Wallace, and Catherine Wiseman-Hakes. PluralPlus Online Ancillary MaterialsFor instructors: PowerPoint slides, Test Bank, Sample Course SyllabusFor students: Lists of Related Readings and Websites

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  • Working with Communication and Swallowing Difficulties in Older Adults
    Working with Communication and Swallowing Difficulties in Older Adults

    This accessible resource offers valuable guidance for all student and practising speech and language therapists (SLTs)who are working with older people with communication and swallowing difficulties.Chapters provide up-to-date theory on age-related changes alongside practical strategies for clinicians to use in their daily work, from help with mental capacity decisions to supporting older people with good palliative care. Promoting a holistic approach for ageing well, this resource dispels myths that surround the ageing process while detailing the normal physiological and psychological effects of ageing on communication and swallowing, as well as diseases and conditions associated with older age, such as frailty. Illustrated throughout with clinical case studies and helpful photocopiable resources to use in practice, this book is a key part of the tool kit for any speech and language therapist working with older adults.

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  • Cognitive Neuroscience of Language
    Cognitive Neuroscience of Language

    Cognitive Neuroscience of Language provides an up-to-date, wide-ranging, and pedagogically practical survey of the most important developments in this exciting field.It guides students through all of the major areas of investigation, beginning with the fundamental aspects of brain structure and function and then following with key topics such as classic and progressive aphasia syndromes; speech perception and production; the meanings of object nouns, action verbs, and abstract words; the formulation and comprehension of complex expressions, including grammatically inflected words, complete sentences, and entire stories; and several other domains of neurolinguistic research, including reading and writing, sign language, and the bilingual brain.Drawing heavily on prominent theoretical models, the core chapters illustrate how such frameworks are supported, and sometimes challenged, by experiments employing diverse brain mapping techniques.This edition has been thoroughly updated throughout, and now includes a dedicated chapter on the neural substrates of bilingualism.Chapters have been revised to reflect the most salient developments in the field, and the book has undergone a thoughtful restructure to mirror course teaching.While the study of language can be challenging, the text has been written accessibly and requires no previous knowledge of either neuroscience or linguistics and includes definitions of technical terms and explanations of important principles from both disciplines along the way.Accompanied by online resources for students and instructors, it is an essential companion for graduate or upper-level undergraduate students.

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  • What are pronunciation problems and articulation problems?

    Pronunciation problems refer to difficulties in producing the sounds of a language accurately, which can result in miscommunication or difficulty being understood by others. This can include issues with specific sounds, stress patterns, or intonation. Articulation problems, on the other hand, specifically refer to difficulties in physically producing the individual speech sounds, such as substituting one sound for another, omitting sounds, or distorting sounds. Both pronunciation and articulation problems can impact an individual's ability to effectively communicate in a language.

  • Can language fluency be learned?

    Yes, language fluency can be learned through consistent practice, exposure, and immersion in the language. By actively engaging with the language through speaking, listening, reading, and writing, individuals can improve their fluency over time. Additionally, seeking out opportunities to interact with native speakers and using language learning resources such as classes, apps, and online tools can also contribute to developing fluency in a new language. While it may take time and effort, with dedication and perseverance, language fluency can certainly be achieved.

  • How long does cognitive behavioral therapy last?

    The duration of cognitive behavioral therapy (CBT) can vary depending on the individual and their specific needs. In general, CBT is considered a short-term therapy, typically lasting anywhere from 10 to 20 sessions. However, the length of therapy may be adjusted based on the progress of the individual and the complexity of their issues. Some individuals may benefit from shorter or longer courses of CBT, depending on their unique circumstances.

  • How can one improve articulation through voice training?

    One can improve articulation through voice training by practicing exercises that focus on enunciating each syllable clearly and accurately. This can include exercises that target specific sounds or words that are challenging to pronounce. Additionally, working on breath control and vocal resonance can help improve overall clarity and precision in speech. Consistent practice and feedback from a vocal coach or speech therapist can also be beneficial in honing articulation skills.

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  • Voice and Mirroring in L2 Pronunciation Instruction
    Voice and Mirroring in L2 Pronunciation Instruction

    Voice and Mirroring in L2 Pronunciation Instruction presents an approach to teaching pronunciation which aims for learners to internalize the “voices” (complexes of linguistic and non-linguistic features that embody particular speakers’ emotion, social stance, and group identification) of proficient speakers of the second language (L2).Beginning with a review of “bottom-up” and “top-down” approaches to second language acquisition (SLA) research and pronunciation teaching, the authors present previously published and new findings in interlanguage phonology and variationist approaches to SLA showing the powerful impact of sociolinguistic context on L2 pronunciation.On the basis of this review, the authors argue that a top-down approach which begins with social context is preferable in both the research and teaching of L2 pronunciation.They highlight the Mirroring Project as one such approach that includes the social factors impacting L2 pronunciation, such as interlocutor, empathy, and nonverbal elements.With accompanying instructional activities that have been used in a variety of teaching and learning settings in the U.S., the authors demonstrate how this project can help language learners modify their L2 pronunciation patterns and improve their intelligibility as they internalize and channel the voices of speakers they have selected as models. The audience for the volume includes language teachers, particularly those desiring to use top-down pedagogical approaches like the Mirroring Project to improve learners’ intelligibility, and academic researchers interested in studying the way adults can acquire second language phonology by holistically adopting and channeling the voices of speakers they admire.The book is also of potential interest to language teacher educators, curriculum developers, and textbook writers.

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  • Brief Cognitive Behaviour Therapy
    Brief Cognitive Behaviour Therapy

    This timely new edition describes how to use cognitive behaviour therapy successfully with clients in a brief, time-limited way.After reading this book therapists will be able to provide effective help to clients suffering from a wide range of disorders, including anxiety, depression, obsessive-compulsive disorder and post-traumatic stress, or those who are suicidal. Following an explanation of brief therapy and the theory behind cognitive behaviour therapy, the authors outline strategies for helping clients overcome unhelpful beliefs and thought patterns through all stages of counselling.Using illustrative case material throughout, the updated book includes:extra practical material for the client and therapist to use during the counselling processa brand new chapter on brief CBT in groupworkexpansion of discussion on counselling suicidal clients within a brief CBT framework. Every trainee psychotherapist should own a copy of this book, and it is important reading for all new health professionals working in the NHS and private practice.

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  • Cognitive Therapy of Schizophrenia
    Cognitive Therapy of Schizophrenia

    Drawing on the authors' decades of influential work in the field, this highly practical volume presents an evidence-based cognitive therapy approach for clients with schizophrenia.Guidelines are provided for collaborative assessment and case formulation that enable the clinician to build a strong therapeutic relationship, establish reasonable goals, and tailor treatment to each client's needs.Described in thorough, step-by-step detail are effective techniques for working with delusional beliefs, voices, visions, thought disorders, and negative symptoms; integrating cognitive therapy with other forms of treatment; reducing relapse risks; and enhancing client motivation.Special features include reproducible client handouts and assessment tools.

    Price: 29.99 £ | Shipping*: 0.00 £
  • Keep Talking : Communicative Fluency Activities for Language Teaching
    Keep Talking : Communicative Fluency Activities for Language Teaching

    This book is suitable for use with students from elementary to advanced level.It is divided into two parts. Part I contains instructions for over 100 different exercises, including interviews, guessing games, jigsaw tasks, problem solving, values clarification techniques, mime, role play and storytelling.For each activity, notes are also provided on the linguistic and educational aims, the level, organisation, time and preparation required.Part II contains the accompanying worksheets, which can be copied, making many of the activities instantly available for use in class.A comprehensive table of activities and an index are included for ease of reference.

    Price: 35.63 £ | Shipping*: 0.00 £
  • What are the differences between psychodynamic therapy and cognitive behavioral therapy?

    Psychodynamic therapy focuses on exploring unconscious thoughts and emotions that may be influencing a person's behavior, while cognitive behavioral therapy (CBT) focuses on changing negative thought patterns and behaviors in the present. Psychodynamic therapy often involves delving into past experiences and relationships to gain insight into current issues, while CBT is more focused on identifying and changing specific thoughts and behaviors that are causing distress. Additionally, psychodynamic therapy tends to be more long-term and insight-oriented, while CBT is typically more short-term and goal-oriented.

  • What is the difference between cognitive behavioral therapy and behavior therapy?

    Cognitive behavioral therapy (CBT) focuses on changing negative thought patterns and beliefs that contribute to emotional distress and maladaptive behaviors. It emphasizes the connection between thoughts, feelings, and behaviors. On the other hand, behavior therapy focuses solely on changing observable behaviors through techniques such as reinforcement, punishment, and modeling. While CBT incorporates elements of behavior therapy, it also addresses cognitive processes and beliefs.

  • Is a pronunciation error a barrier to speech therapy?

    A pronunciation error is not necessarily a barrier to speech therapy. In fact, speech therapy is specifically designed to help individuals improve their pronunciation and overall communication skills. Speech therapists are trained to work with individuals to address their specific pronunciation challenges and develop strategies to improve their speech. With the right support and guidance, individuals can make significant progress in overcoming pronunciation errors through speech therapy.

  • Is a pronunciation error a hindrance for speech therapy?

    A pronunciation error can be a hindrance for speech therapy as it may impact the effectiveness of the therapy sessions. If a client consistently struggles with pronouncing certain sounds or words, it may slow down progress and make it difficult to achieve desired outcomes. However, speech therapists are trained to work with clients of all levels and can tailor their approach to address specific pronunciation errors effectively. With patience, practice, and targeted interventions, pronunciation errors can be overcome in speech therapy.

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