Aphasia and Other Acquired Neurogenic Language Disorders: A Guide for Clinical Excellence
Covering an array of evidence-based content, including aphasia, traumatic brain injury, dementia, and language in aging, Aphasia and Other Acquired Neurogenic Language Disorders: A Guide for Clinical Excellence, Second Edition is a must-have textbook for clinicians and students studying to be speech...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
San Diego
Plural Publishing, Incorporated
2019
|
| Ausgabe: | 2nd ed |
| Schlagworte: | |
| Online-Zugang: | KUBA1 |
| Zusammenfassung: | Covering an array of evidence-based content, including aphasia, traumatic brain injury, dementia, and language in aging, Aphasia and Other Acquired Neurogenic Language Disorders: A Guide for Clinical Excellence, Second Edition is a must-have textbook for clinicians and students studying to be speech-language pathologists. This clinical guide strategically addresses scientific foundations, service delivery, international and multicultural perspectives, assessment, and treatment |
| Beschreibung: | Description based on publisher supplied metadata and other sources |
| Beschreibung: | 1 Online-Ressource (649 pages) |
| ISBN: | 9781635501629 |
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| 505 | 8 | |a Intro -- What Is Special About This Book? -- Acknowledgments -- About the Author -- Dedication -- Section I. Welcome and Introduction -- Chapter 1. Welcome to the Fantastic World of Research and Clinical Practice in Acquired Neurogenic Communication Disorders -- What Are Acquired Cognitive-Linguistic Disorders? -- Which Neurogenic Communication Disorders Are Not Acquired Language Disorders? -- What Is Clinical Aphasiology? -- What Is So Fantastic About the World of Neurogenic Communication Disorders? -- We Work With Wonderful People and Become Part of Their Rich Life Stories -- We Are Catalysts for Positive Change -- We Enjoy Empowerment of Others Through Advocacy and Leadership -- We Enjoy a Great Deal of Humor and Fascination -- We Enjoy Fantastic Local and Worldwide Professional Networks -- Our Work Is Multicultural and Multilingual -- We Are Lifelong Learners -- We Tap Into Our Most Scientific and Our Most Creative Selves at the Same Time -- We Have Rich Career Opportunities -- What Disciplines Are Relevant to Aphasia and Related Disorders? -- What Is Known About the Incidence and Prevalence of Acquired Neurogenic Language Disorders? -- Where Do Aphasiologists Work? -- What Is the Career Outlook for Clinical Aphasiologists? -- Learning and Reflection Activities -- Chapter 2. Becoming the Ultimate Excellent Clinician -- What Makes a Clinician Truly Excellent? -- What Can One Do to Become an Excellent Clinical Aphasiologist? -- How Do the People We Serve Characterize What They Most Want? -- What Are Some Traits of People Who Are Perceived as Unhelpful Clinicians? -- What Content Is Important to Master? -- What Credentials Are Required for a Career as an Aphasiologist? -- What Credentials May Aphasiologists Earn Beyond Their Basic Academic and Clinical Credentials? -- Is It Best to Specialize or Generalize? | |
| 505 | 8 | |a What Strategies Help Boost Career Development in Acquired Cognitive-Linguistic Disorders? -- What Organizations Support Professional Information Sharing and Networking Among Clinical Aphasiologists? -- Learning and Reflection Activities -- Chapter 3. Writing and Talking About the People With Whom We Work -- What Is Important to Consider in Writing and Talking About People With Neurogenic Cognitive-Linguistic Disorders? -- Person-First Language -- Alternatives to the Word Patient -- People With Disabilities -- Research Participants -- Older People -- Healthy Adults -- What Are Important Nuances in Terms We Use to Refer to People Who Care for People With Neurogenic Cognitive-Linguistic Disorders? -- What Is the Difference Between the Terms Therapy and Treatment ? -- Neurotypical People -- What Are Pros and Cons of Terms Used to Refer to SLPs? -- What Are the Preferred Terms When Referring to the Experts Who Work With People Who Have Neurogenic Communication Challenges? -- What Is Important to Keep in Mind Regarding Inclusive and Welcoming Language? -- What Other Terms Might Unintentionally Convey Negative Connotations? -- Why Are There Inconsistencies in the Prefixes Used in Terms for Characterizing Neurogenic Symptoms, and What Is the Rationale for Varied Prefix Choices? -- Learning and Reflection Activities -- Section II. Foundations for Considering Acquired Neurogenic Language Disorders -- Chapter 4. Defining and Conceptualizing Aphasia -- What Is a Good Way to Define Aphasia? -- Aphasia Is Acquired -- Aphasia Has a Neurological Cause -- Aphasia Affects Reception and Production of Language Across Modalities -- Aphasia Is Not a Speech, Intellectual, Sensory, or Psychiatric Disorder -- How Have Established Aphasiologists Defined Aphasia? -- What Are the Primary Frameworks for Conceptualizing Aphasia? -- Unidimensional Frameworks | |
| 505 | 8 | |a Multidimensional Frameworks -- Medical Frameworks -- Cognitive Neuropsychological, Psycholinguistic, and Neurolinguistic Frameworks -- Biopsychosocial Frameworks -- Social Frameworks -- Social Determinants of Health Frameworks -- Other Historically Relevant Frameworks -- How Does One Choose a Preferred Framework for Conceptualizing Aphasia? -- How Are the Frameworks for Conceptualizing Aphasia Relevant to Other Neurogenic Language Disorders? -- Learning and Reflection Activities -- Chapter 5. The WHO ICF, Human Rights Perspectives, and Life Participation Approaches -- What Is the WHO ICF? -- How Is the WHO ICF Relevant to Ethics and Human Rights? -- How Is the WHO ICF Specifically Relevant to Intervention and Research in Rehabilitation? -- How Is the WHO ICF Specifically Relevant to People With Neurogenic Language Disorders? -- Learning and Reflection Activities -- Chapter 6. Etiologies of Acquired Neurogenic Language Disorders -- What Is a Stroke? -- What Are Stroke Risk Factors, and What Causes Stroke? -- What Are the Physiological Effects of Stroke? -- How Crucial Is Timing for Medical Treatment After a Stroke? -- How Is the Sudden Onset of Stroke Relevant to Supporting Patients and Families? -- What Is a Transient Ischemic Attack? -- What Is Hypoperfusion? -- What Can Be Done to Prevent Stroke? -- Attending to Stroke Triggers -- What Is TBI? -- What Are Blast Injuries? -- What Are Concussion and Mild TBI? -- What Can Be Done to Prevent TBI? -- What Are Bacteria and Viruses? -- What Other Types of Infections Affect Cortical Function? -- What Is Neoplasm? -- What Is Toxemia? -- What Are Diabetes Mellitus and Diabetic Encephalopathy? -- What Is Metabolic Syndrome? -- What Other Metabolic Disorders Cause Encephalopathy? -- What Is Neurodegenerative Disease? -- What Is Dementia? -- What Is Mild Cognitive Impairment? | |
| 505 | 8 | |a What Is Primary Progressive Aphasia? -- What Are Some Special Challenges in Identifying Etiologies of Cognitive-Linguistic Disorders? -- Learning and Reflection Activities -- Chapter 7. Neurophysiology and Neuropathology of Acquired Neurogenic Language Disorders -- What Should SLPs Know About Neuroanatomy and Neurophysiology Associated With Neurogenic Cognitive-Linguistic Disorders? -- What Are Key Neurophysiological Principles Pertinent to Acquired Cognitive-Linguistic Disorders? -- Specialization of Structure and Function -- Interconnectivity Throughout the Brain -- The Brain's Plasticity -- What Is the Most Clinically Pertinent Knowledge an Aphasiologist Should Have About the Blood Supply to the Brain? -- What Factors Affect a Person's Prognosis for Recovery From a Stroke or Brain Injury? -- Why Is It Important for Clinical Aphasiologists to Know About the Visual System? -- What Aspects of the Visual System Are Most Relevant to People With Neurogenic Language Disorders? -- Anatomy and Physiology Associated With Visual Deficits -- How Are Visual Field Deficits Characterized? -- What Are Ocular Motor Deficits? -- What Are Visual Attention Deficits? -- What Are Higher-Level Visual Deficits? -- What Aspects of the Neurophysiology of Hearing Are Most Relevant to People With Neurogenic Language Disorders? -- Learning and Reflection Activities -- Supplemental Review of Neuroanatomy Related to Aphasiology -- Supplemental Review of Blood Supply to the Brain -- Supplemental Review of the Visual System -- Supplemental Review of the Auditory System -- Chapter 8. Neuroimaging and Other Neurodiagnostic Instrumentation -- What Are the Most Relevant Neuroimaging Techniques for Aphasiologists to Know About? -- Computed Axial Tomography (CAT or CT) -- Magnetic Resonance Imaging (MRI) -- Single Photon Emission Computed Tomography (SPECT) -- Cerebral Angiography | |
| 505 | 8 | |a What Other Neurodiagnostic Methods Are Important for Aphasiologists to Know About? -- Electroencephalography (EEG) -- Electrocorticography -- Additional Methods -- Learning and Reflection Activities -- Chapter 9. Aging, Which Is Not a Disorder, and Its Relevance to Aphasiology -- What Is Aging? -- What Are Key Theories About Aging That Are Especially Relevant to Cognition and Communication? -- What Is Aging Well? -- How Are Demographic Shifts in Aging Populations Relevant to Clinical Aphasiologists? -- What Are Normal Changes in the Brain as People Age? -- What Are Positive Aspects of the Aging Brain? -- Memory -- Word Finding -- Syntactic Processing -- Reading and Writing -- Discourse -- Pragmatics -- What Are General Guidelines for Differentiating Normal From Impaired Language in Older Adults? -- What Theories Have Been Proposed to Account for Cognitive-Linguistic Changes With Aging? -- Resource Capacity Theories -- Working Memory Theories -- Context-Processing Deficiency Theories -- Signal Degradation Theories -- Transmission Deficit Theories -- Speed-of-Processing Theories -- Inhibition Theories -- What Can Be Done to Ensure the Best Preservation of Language Abilities as People Age? -- What Is Elderspeak, and How May We Raise Awareness About It? -- What Sensitivities Related to Ageism Are Important for Aphasiologists to Demonstrate? -- Learning and Reflection Activities -- Section III. Features, Symptoms, and Syndromes in the Major Categories of Cognitive-Linguistic Disorders -- Chapter 10. Syndromes and Hallmark Characteristics of Aphasia -- How Are the Types of Aphasia Classified? -- What Are the Classic Syndromes of Aphasia, and What Are the Hallmark Characteristics of Each? -- Expressive/Receptive, Nonfluent/Fluent, and Anterior/Posterior Dichotomies -- Classic Aphasia Classification -- Wernicke's Aphasia -- Broca's Aphasia -- Global Aphasia | |
| 505 | 8 | |a Conduction Aphasia | |
| 520 | |a Covering an array of evidence-based content, including aphasia, traumatic brain injury, dementia, and language in aging, Aphasia and Other Acquired Neurogenic Language Disorders: A Guide for Clinical Excellence, Second Edition is a must-have textbook for clinicians and students studying to be speech-language pathologists. This clinical guide strategically addresses scientific foundations, service delivery, international and multicultural perspectives, assessment, and treatment | ||
| 650 | 4 | |a Language disorders--Treatment | |
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| contents | Intro -- What Is Special About This Book? -- Acknowledgments -- About the Author -- Dedication -- Section I. Welcome and Introduction -- Chapter 1. Welcome to the Fantastic World of Research and Clinical Practice in Acquired Neurogenic Communication Disorders -- What Are Acquired Cognitive-Linguistic Disorders? -- Which Neurogenic Communication Disorders Are Not Acquired Language Disorders? -- What Is Clinical Aphasiology? -- What Is So Fantastic About the World of Neurogenic Communication Disorders? -- We Work With Wonderful People and Become Part of Their Rich Life Stories -- We Are Catalysts for Positive Change -- We Enjoy Empowerment of Others Through Advocacy and Leadership -- We Enjoy a Great Deal of Humor and Fascination -- We Enjoy Fantastic Local and Worldwide Professional Networks -- Our Work Is Multicultural and Multilingual -- We Are Lifelong Learners -- We Tap Into Our Most Scientific and Our Most Creative Selves at the Same Time -- We Have Rich Career Opportunities -- What Disciplines Are Relevant to Aphasia and Related Disorders? -- What Is Known About the Incidence and Prevalence of Acquired Neurogenic Language Disorders? -- Where Do Aphasiologists Work? -- What Is the Career Outlook for Clinical Aphasiologists? -- Learning and Reflection Activities -- Chapter 2. Becoming the Ultimate Excellent Clinician -- What Makes a Clinician Truly Excellent? -- What Can One Do to Become an Excellent Clinical Aphasiologist? -- How Do the People We Serve Characterize What They Most Want? -- What Are Some Traits of People Who Are Perceived as Unhelpful Clinicians? -- What Content Is Important to Master? -- What Credentials Are Required for a Career as an Aphasiologist? -- What Credentials May Aphasiologists Earn Beyond Their Basic Academic and Clinical Credentials? -- Is It Best to Specialize or Generalize? What Strategies Help Boost Career Development in Acquired Cognitive-Linguistic Disorders? -- What Organizations Support Professional Information Sharing and Networking Among Clinical Aphasiologists? -- Learning and Reflection Activities -- Chapter 3. Writing and Talking About the People With Whom We Work -- What Is Important to Consider in Writing and Talking About People With Neurogenic Cognitive-Linguistic Disorders? -- Person-First Language -- Alternatives to the Word Patient -- People With Disabilities -- Research Participants -- Older People -- Healthy Adults -- What Are Important Nuances in Terms We Use to Refer to People Who Care for People With Neurogenic Cognitive-Linguistic Disorders? -- What Is the Difference Between the Terms Therapy and Treatment ? -- Neurotypical People -- What Are Pros and Cons of Terms Used to Refer to SLPs? -- What Are the Preferred Terms When Referring to the Experts Who Work With People Who Have Neurogenic Communication Challenges? -- What Is Important to Keep in Mind Regarding Inclusive and Welcoming Language? -- What Other Terms Might Unintentionally Convey Negative Connotations? -- Why Are There Inconsistencies in the Prefixes Used in Terms for Characterizing Neurogenic Symptoms, and What Is the Rationale for Varied Prefix Choices? -- Learning and Reflection Activities -- Section II. Foundations for Considering Acquired Neurogenic Language Disorders -- Chapter 4. Defining and Conceptualizing Aphasia -- What Is a Good Way to Define Aphasia? -- Aphasia Is Acquired -- Aphasia Has a Neurological Cause -- Aphasia Affects Reception and Production of Language Across Modalities -- Aphasia Is Not a Speech, Intellectual, Sensory, or Psychiatric Disorder -- How Have Established Aphasiologists Defined Aphasia? -- What Are the Primary Frameworks for Conceptualizing Aphasia? -- Unidimensional Frameworks Multidimensional Frameworks -- Medical Frameworks -- Cognitive Neuropsychological, Psycholinguistic, and Neurolinguistic Frameworks -- Biopsychosocial Frameworks -- Social Frameworks -- Social Determinants of Health Frameworks -- Other Historically Relevant Frameworks -- How Does One Choose a Preferred Framework for Conceptualizing Aphasia? -- How Are the Frameworks for Conceptualizing Aphasia Relevant to Other Neurogenic Language Disorders? -- Learning and Reflection Activities -- Chapter 5. The WHO ICF, Human Rights Perspectives, and Life Participation Approaches -- What Is the WHO ICF? -- How Is the WHO ICF Relevant to Ethics and Human Rights? -- How Is the WHO ICF Specifically Relevant to Intervention and Research in Rehabilitation? -- How Is the WHO ICF Specifically Relevant to People With Neurogenic Language Disorders? -- Learning and Reflection Activities -- Chapter 6. Etiologies of Acquired Neurogenic Language Disorders -- What Is a Stroke? -- What Are Stroke Risk Factors, and What Causes Stroke? -- What Are the Physiological Effects of Stroke? -- How Crucial Is Timing for Medical Treatment After a Stroke? -- How Is the Sudden Onset of Stroke Relevant to Supporting Patients and Families? -- What Is a Transient Ischemic Attack? -- What Is Hypoperfusion? -- What Can Be Done to Prevent Stroke? -- Attending to Stroke Triggers -- What Is TBI? -- What Are Blast Injuries? -- What Are Concussion and Mild TBI? -- What Can Be Done to Prevent TBI? -- What Are Bacteria and Viruses? -- What Other Types of Infections Affect Cortical Function? -- What Is Neoplasm? -- What Is Toxemia? -- What Are Diabetes Mellitus and Diabetic Encephalopathy? -- What Is Metabolic Syndrome? -- What Other Metabolic Disorders Cause Encephalopathy? -- What Is Neurodegenerative Disease? -- What Is Dementia? -- What Is Mild Cognitive Impairment? What Is Primary Progressive Aphasia? -- What Are Some Special Challenges in Identifying Etiologies of Cognitive-Linguistic Disorders? -- Learning and Reflection Activities -- Chapter 7. Neurophysiology and Neuropathology of Acquired Neurogenic Language Disorders -- What Should SLPs Know About Neuroanatomy and Neurophysiology Associated With Neurogenic Cognitive-Linguistic Disorders? -- What Are Key Neurophysiological Principles Pertinent to Acquired Cognitive-Linguistic Disorders? -- Specialization of Structure and Function -- Interconnectivity Throughout the Brain -- The Brain's Plasticity -- What Is the Most Clinically Pertinent Knowledge an Aphasiologist Should Have About the Blood Supply to the Brain? -- What Factors Affect a Person's Prognosis for Recovery From a Stroke or Brain Injury? -- Why Is It Important for Clinical Aphasiologists to Know About the Visual System? -- What Aspects of the Visual System Are Most Relevant to People With Neurogenic Language Disorders? -- Anatomy and Physiology Associated With Visual Deficits -- How Are Visual Field Deficits Characterized? -- What Are Ocular Motor Deficits? -- What Are Visual Attention Deficits? -- What Are Higher-Level Visual Deficits? -- What Aspects of the Neurophysiology of Hearing Are Most Relevant to People With Neurogenic Language Disorders? -- Learning and Reflection Activities -- Supplemental Review of Neuroanatomy Related to Aphasiology -- Supplemental Review of Blood Supply to the Brain -- Supplemental Review of the Visual System -- Supplemental Review of the Auditory System -- Chapter 8. Neuroimaging and Other Neurodiagnostic Instrumentation -- What Are the Most Relevant Neuroimaging Techniques for Aphasiologists to Know About? -- Computed Axial Tomography (CAT or CT) -- Magnetic Resonance Imaging (MRI) -- Single Photon Emission Computed Tomography (SPECT) -- Cerebral Angiography What Other Neurodiagnostic Methods Are Important for Aphasiologists to Know About? -- Electroencephalography (EEG) -- Electrocorticography -- Additional Methods -- Learning and Reflection Activities -- Chapter 9. Aging, Which Is Not a Disorder, and Its Relevance to Aphasiology -- What Is Aging? -- What Are Key Theories About Aging That Are Especially Relevant to Cognition and Communication? -- What Is Aging Well? -- How Are Demographic Shifts in Aging Populations Relevant to Clinical Aphasiologists? -- What Are Normal Changes in the Brain as People Age? -- What Are Positive Aspects of the Aging Brain? -- Memory -- Word Finding -- Syntactic Processing -- Reading and Writing -- Discourse -- Pragmatics -- What Are General Guidelines for Differentiating Normal From Impaired Language in Older Adults? -- What Theories Have Been Proposed to Account for Cognitive-Linguistic Changes With Aging? -- Resource Capacity Theories -- Working Memory Theories -- Context-Processing Deficiency Theories -- Signal Degradation Theories -- Transmission Deficit Theories -- Speed-of-Processing Theories -- Inhibition Theories -- What Can Be Done to Ensure the Best Preservation of Language Abilities as People Age? -- What Is Elderspeak, and How May We Raise Awareness About It? -- What Sensitivities Related to Ageism Are Important for Aphasiologists to Demonstrate? -- Learning and Reflection Activities -- Section III. Features, Symptoms, and Syndromes in the Major Categories of Cognitive-Linguistic Disorders -- Chapter 10. Syndromes and Hallmark Characteristics of Aphasia -- How Are the Types of Aphasia Classified? -- What Are the Classic Syndromes of Aphasia, and What Are the Hallmark Characteristics of Each? -- Expressive/Receptive, Nonfluent/Fluent, and Anterior/Posterior Dichotomies -- Classic Aphasia Classification -- Wernicke's Aphasia -- Broca's Aphasia -- Global Aphasia Conduction Aphasia |
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| edition | 2nd ed |
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Foundations for Considering Acquired Neurogenic Language Disorders -- Chapter 4. Defining and Conceptualizing Aphasia -- What Is a Good Way to Define Aphasia? -- Aphasia Is Acquired -- Aphasia Has a Neurological Cause -- Aphasia Affects Reception and Production of Language Across Modalities -- Aphasia Is Not a Speech, Intellectual, Sensory, or Psychiatric Disorder -- How Have Established Aphasiologists Defined Aphasia? -- What Are the Primary Frameworks for Conceptualizing Aphasia? -- Unidimensional Frameworks</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Multidimensional Frameworks -- Medical Frameworks -- Cognitive Neuropsychological, Psycholinguistic, and Neurolinguistic Frameworks -- Biopsychosocial Frameworks -- Social Frameworks -- Social Determinants of Health Frameworks -- Other Historically Relevant Frameworks -- How Does One Choose a Preferred Framework for Conceptualizing Aphasia? -- How Are the Frameworks for Conceptualizing Aphasia Relevant to Other Neurogenic Language Disorders? -- Learning and Reflection Activities -- Chapter 5. The WHO ICF, Human Rights Perspectives, and Life Participation Approaches -- What Is the WHO ICF? -- How Is the WHO ICF Relevant to Ethics and Human Rights? -- How Is the WHO ICF Specifically Relevant to Intervention and Research in Rehabilitation? -- How Is the WHO ICF Specifically Relevant to People With Neurogenic Language Disorders? -- Learning and Reflection Activities -- Chapter 6. Etiologies of Acquired Neurogenic Language Disorders -- What Is a Stroke? -- What Are Stroke Risk Factors, and What Causes Stroke? -- What Are the Physiological Effects of Stroke? -- How Crucial Is Timing for Medical Treatment After a Stroke? -- How Is the Sudden Onset of Stroke Relevant to Supporting Patients and Families? -- What Is a Transient Ischemic Attack? -- What Is Hypoperfusion? -- What Can Be Done to Prevent Stroke? -- Attending to Stroke Triggers -- What Is TBI? -- What Are Blast Injuries? -- What Are Concussion and Mild TBI? -- What Can Be Done to Prevent TBI? -- What Are Bacteria and Viruses? -- What Other Types of Infections Affect Cortical Function? -- What Is Neoplasm? -- What Is Toxemia? -- What Are Diabetes Mellitus and Diabetic Encephalopathy? -- What Is Metabolic Syndrome? -- What Other Metabolic Disorders Cause Encephalopathy? -- What Is Neurodegenerative Disease? -- What Is Dementia? -- What Is Mild Cognitive Impairment?</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">What Is Primary Progressive Aphasia? -- What Are Some Special Challenges in Identifying Etiologies of Cognitive-Linguistic Disorders? -- Learning and Reflection Activities -- Chapter 7. Neurophysiology and Neuropathology of Acquired Neurogenic Language Disorders -- What Should SLPs Know About Neuroanatomy and Neurophysiology Associated With Neurogenic Cognitive-Linguistic Disorders? -- What Are Key Neurophysiological Principles Pertinent to Acquired Cognitive-Linguistic Disorders? -- Specialization of Structure and Function -- Interconnectivity Throughout the Brain -- The Brain's Plasticity -- What Is the Most Clinically Pertinent Knowledge an Aphasiologist Should Have About the Blood Supply to the Brain? -- What Factors Affect a Person's Prognosis for Recovery From a Stroke or Brain Injury? -- Why Is It Important for Clinical Aphasiologists to Know About the Visual System? -- What Aspects of the Visual System Are Most Relevant to People With Neurogenic Language Disorders? -- Anatomy and Physiology Associated With Visual Deficits -- How Are Visual Field Deficits Characterized? -- What Are Ocular Motor Deficits? -- What Are Visual Attention Deficits? -- What Are Higher-Level Visual Deficits? -- What Aspects of the Neurophysiology of Hearing Are Most Relevant to People With Neurogenic Language Disorders? -- Learning and Reflection Activities -- Supplemental Review of Neuroanatomy Related to Aphasiology -- Supplemental Review of Blood Supply to the Brain -- Supplemental Review of the Visual System -- Supplemental Review of the Auditory System -- Chapter 8. Neuroimaging and Other Neurodiagnostic Instrumentation -- What Are the Most Relevant Neuroimaging Techniques for Aphasiologists to Know About? -- Computed Axial Tomography (CAT or CT) -- Magnetic Resonance Imaging (MRI) -- Single Photon Emission Computed Tomography (SPECT) -- Cerebral Angiography</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">What Other Neurodiagnostic Methods Are Important for Aphasiologists to Know About? -- Electroencephalography (EEG) -- Electrocorticography -- Additional Methods -- Learning and Reflection Activities -- Chapter 9. Aging, Which Is Not a Disorder, and Its Relevance to Aphasiology -- What Is Aging? -- What Are Key Theories About Aging That Are Especially Relevant to Cognition and Communication? -- What Is Aging Well? -- How Are Demographic Shifts in Aging Populations Relevant to Clinical Aphasiologists? -- What Are Normal Changes in the Brain as People Age? -- What Are Positive Aspects of the Aging Brain? -- Memory -- Word Finding -- Syntactic Processing -- Reading and Writing -- Discourse -- Pragmatics -- What Are General Guidelines for Differentiating Normal From Impaired Language in Older Adults? -- What Theories Have Been Proposed to Account for Cognitive-Linguistic Changes With Aging? -- Resource Capacity Theories -- Working Memory Theories -- Context-Processing Deficiency Theories -- Signal Degradation Theories -- Transmission Deficit Theories -- Speed-of-Processing Theories -- Inhibition Theories -- What Can Be Done to Ensure the Best Preservation of Language Abilities as People Age? -- What Is Elderspeak, and How May We Raise Awareness About It? -- What Sensitivities Related to Ageism Are Important for Aphasiologists to Demonstrate? -- Learning and Reflection Activities -- Section III. Features, Symptoms, and Syndromes in the Major Categories of Cognitive-Linguistic Disorders -- Chapter 10. Syndromes and Hallmark Characteristics of Aphasia -- How Are the Types of Aphasia Classified? -- What Are the Classic Syndromes of Aphasia, and What Are the Hallmark Characteristics of Each? -- Expressive/Receptive, Nonfluent/Fluent, and Anterior/Posterior Dichotomies -- Classic Aphasia Classification -- Wernicke's Aphasia -- Broca's Aphasia -- Global Aphasia</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Conduction Aphasia</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Covering an array of evidence-based content, including aphasia, traumatic brain injury, dementia, and language in aging, Aphasia and Other Acquired Neurogenic Language Disorders: A Guide for Clinical Excellence, Second Edition is a must-have textbook for clinicians and students studying to be speech-language pathologists. 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| id | DE-604.BV049560847 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T23:28:35Z |
| indexdate | 2024-07-10T10:10:43Z |
| institution | BVB |
| isbn | 9781635501629 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034906301 |
| oclc_num | 1314626067 |
| open_access_boolean | |
| owner | DE-Y3 |
| owner_facet | DE-Y3 |
| physical | 1 Online-Ressource (649 pages) |
| psigel | ZDB-30-PAD KUBA1-ZDB-30-PAD-2023 ZDB-30-PAD KHI |
| publishDate | 2019 |
| publishDateSearch | 2019 |
| publishDateSort | 2019 |
| publisher | Plural Publishing, Incorporated |
| record_format | marc |
| spelling | Hallowell, Brooke Verfasser aut Aphasia and Other Acquired Neurogenic Language Disorders A Guide for Clinical Excellence 2nd ed San Diego Plural Publishing, Incorporated 2019 ©2023 1 Online-Ressource (649 pages) txt rdacontent c rdamedia cr rdacarrier Description based on publisher supplied metadata and other sources Intro -- What Is Special About This Book? -- Acknowledgments -- About the Author -- Dedication -- Section I. Welcome and Introduction -- Chapter 1. Welcome to the Fantastic World of Research and Clinical Practice in Acquired Neurogenic Communication Disorders -- What Are Acquired Cognitive-Linguistic Disorders? -- Which Neurogenic Communication Disorders Are Not Acquired Language Disorders? -- What Is Clinical Aphasiology? -- What Is So Fantastic About the World of Neurogenic Communication Disorders? -- We Work With Wonderful People and Become Part of Their Rich Life Stories -- We Are Catalysts for Positive Change -- We Enjoy Empowerment of Others Through Advocacy and Leadership -- We Enjoy a Great Deal of Humor and Fascination -- We Enjoy Fantastic Local and Worldwide Professional Networks -- Our Work Is Multicultural and Multilingual -- We Are Lifelong Learners -- We Tap Into Our Most Scientific and Our Most Creative Selves at the Same Time -- We Have Rich Career Opportunities -- What Disciplines Are Relevant to Aphasia and Related Disorders? -- What Is Known About the Incidence and Prevalence of Acquired Neurogenic Language Disorders? -- Where Do Aphasiologists Work? -- What Is the Career Outlook for Clinical Aphasiologists? -- Learning and Reflection Activities -- Chapter 2. Becoming the Ultimate Excellent Clinician -- What Makes a Clinician Truly Excellent? -- What Can One Do to Become an Excellent Clinical Aphasiologist? -- How Do the People We Serve Characterize What They Most Want? -- What Are Some Traits of People Who Are Perceived as Unhelpful Clinicians? -- What Content Is Important to Master? -- What Credentials Are Required for a Career as an Aphasiologist? -- What Credentials May Aphasiologists Earn Beyond Their Basic Academic and Clinical Credentials? -- Is It Best to Specialize or Generalize? What Strategies Help Boost Career Development in Acquired Cognitive-Linguistic Disorders? -- What Organizations Support Professional Information Sharing and Networking Among Clinical Aphasiologists? -- Learning and Reflection Activities -- Chapter 3. Writing and Talking About the People With Whom We Work -- What Is Important to Consider in Writing and Talking About People With Neurogenic Cognitive-Linguistic Disorders? -- Person-First Language -- Alternatives to the Word Patient -- People With Disabilities -- Research Participants -- Older People -- Healthy Adults -- What Are Important Nuances in Terms We Use to Refer to People Who Care for People With Neurogenic Cognitive-Linguistic Disorders? -- What Is the Difference Between the Terms Therapy and Treatment ? -- Neurotypical People -- What Are Pros and Cons of Terms Used to Refer to SLPs? -- What Are the Preferred Terms When Referring to the Experts Who Work With People Who Have Neurogenic Communication Challenges? -- What Is Important to Keep in Mind Regarding Inclusive and Welcoming Language? -- What Other Terms Might Unintentionally Convey Negative Connotations? -- Why Are There Inconsistencies in the Prefixes Used in Terms for Characterizing Neurogenic Symptoms, and What Is the Rationale for Varied Prefix Choices? -- Learning and Reflection Activities -- Section II. Foundations for Considering Acquired Neurogenic Language Disorders -- Chapter 4. Defining and Conceptualizing Aphasia -- What Is a Good Way to Define Aphasia? -- Aphasia Is Acquired -- Aphasia Has a Neurological Cause -- Aphasia Affects Reception and Production of Language Across Modalities -- Aphasia Is Not a Speech, Intellectual, Sensory, or Psychiatric Disorder -- How Have Established Aphasiologists Defined Aphasia? -- What Are the Primary Frameworks for Conceptualizing Aphasia? -- Unidimensional Frameworks Multidimensional Frameworks -- Medical Frameworks -- Cognitive Neuropsychological, Psycholinguistic, and Neurolinguistic Frameworks -- Biopsychosocial Frameworks -- Social Frameworks -- Social Determinants of Health Frameworks -- Other Historically Relevant Frameworks -- How Does One Choose a Preferred Framework for Conceptualizing Aphasia? -- How Are the Frameworks for Conceptualizing Aphasia Relevant to Other Neurogenic Language Disorders? -- Learning and Reflection Activities -- Chapter 5. The WHO ICF, Human Rights Perspectives, and Life Participation Approaches -- What Is the WHO ICF? -- How Is the WHO ICF Relevant to Ethics and Human Rights? -- How Is the WHO ICF Specifically Relevant to Intervention and Research in Rehabilitation? -- How Is the WHO ICF Specifically Relevant to People With Neurogenic Language Disorders? -- Learning and Reflection Activities -- Chapter 6. Etiologies of Acquired Neurogenic Language Disorders -- What Is a Stroke? -- What Are Stroke Risk Factors, and What Causes Stroke? -- What Are the Physiological Effects of Stroke? -- How Crucial Is Timing for Medical Treatment After a Stroke? -- How Is the Sudden Onset of Stroke Relevant to Supporting Patients and Families? -- What Is a Transient Ischemic Attack? -- What Is Hypoperfusion? -- What Can Be Done to Prevent Stroke? -- Attending to Stroke Triggers -- What Is TBI? -- What Are Blast Injuries? -- What Are Concussion and Mild TBI? -- What Can Be Done to Prevent TBI? -- What Are Bacteria and Viruses? -- What Other Types of Infections Affect Cortical Function? -- What Is Neoplasm? -- What Is Toxemia? -- What Are Diabetes Mellitus and Diabetic Encephalopathy? -- What Is Metabolic Syndrome? -- What Other Metabolic Disorders Cause Encephalopathy? -- What Is Neurodegenerative Disease? -- What Is Dementia? -- What Is Mild Cognitive Impairment? What Is Primary Progressive Aphasia? -- What Are Some Special Challenges in Identifying Etiologies of Cognitive-Linguistic Disorders? -- Learning and Reflection Activities -- Chapter 7. Neurophysiology and Neuropathology of Acquired Neurogenic Language Disorders -- What Should SLPs Know About Neuroanatomy and Neurophysiology Associated With Neurogenic Cognitive-Linguistic Disorders? -- What Are Key Neurophysiological Principles Pertinent to Acquired Cognitive-Linguistic Disorders? -- Specialization of Structure and Function -- Interconnectivity Throughout the Brain -- The Brain's Plasticity -- What Is the Most Clinically Pertinent Knowledge an Aphasiologist Should Have About the Blood Supply to the Brain? -- What Factors Affect a Person's Prognosis for Recovery From a Stroke or Brain Injury? -- Why Is It Important for Clinical Aphasiologists to Know About the Visual System? -- What Aspects of the Visual System Are Most Relevant to People With Neurogenic Language Disorders? -- Anatomy and Physiology Associated With Visual Deficits -- How Are Visual Field Deficits Characterized? -- What Are Ocular Motor Deficits? -- What Are Visual Attention Deficits? -- What Are Higher-Level Visual Deficits? -- What Aspects of the Neurophysiology of Hearing Are Most Relevant to People With Neurogenic Language Disorders? -- Learning and Reflection Activities -- Supplemental Review of Neuroanatomy Related to Aphasiology -- Supplemental Review of Blood Supply to the Brain -- Supplemental Review of the Visual System -- Supplemental Review of the Auditory System -- Chapter 8. Neuroimaging and Other Neurodiagnostic Instrumentation -- What Are the Most Relevant Neuroimaging Techniques for Aphasiologists to Know About? -- Computed Axial Tomography (CAT or CT) -- Magnetic Resonance Imaging (MRI) -- Single Photon Emission Computed Tomography (SPECT) -- Cerebral Angiography What Other Neurodiagnostic Methods Are Important for Aphasiologists to Know About? -- Electroencephalography (EEG) -- Electrocorticography -- Additional Methods -- Learning and Reflection Activities -- Chapter 9. Aging, Which Is Not a Disorder, and Its Relevance to Aphasiology -- What Is Aging? -- What Are Key Theories About Aging That Are Especially Relevant to Cognition and Communication? -- What Is Aging Well? -- How Are Demographic Shifts in Aging Populations Relevant to Clinical Aphasiologists? -- What Are Normal Changes in the Brain as People Age? -- What Are Positive Aspects of the Aging Brain? -- Memory -- Word Finding -- Syntactic Processing -- Reading and Writing -- Discourse -- Pragmatics -- What Are General Guidelines for Differentiating Normal From Impaired Language in Older Adults? -- What Theories Have Been Proposed to Account for Cognitive-Linguistic Changes With Aging? -- Resource Capacity Theories -- Working Memory Theories -- Context-Processing Deficiency Theories -- Signal Degradation Theories -- Transmission Deficit Theories -- Speed-of-Processing Theories -- Inhibition Theories -- What Can Be Done to Ensure the Best Preservation of Language Abilities as People Age? -- What Is Elderspeak, and How May We Raise Awareness About It? -- What Sensitivities Related to Ageism Are Important for Aphasiologists to Demonstrate? -- Learning and Reflection Activities -- Section III. Features, Symptoms, and Syndromes in the Major Categories of Cognitive-Linguistic Disorders -- Chapter 10. Syndromes and Hallmark Characteristics of Aphasia -- How Are the Types of Aphasia Classified? -- What Are the Classic Syndromes of Aphasia, and What Are the Hallmark Characteristics of Each? -- Expressive/Receptive, Nonfluent/Fluent, and Anterior/Posterior Dichotomies -- Classic Aphasia Classification -- Wernicke's Aphasia -- Broca's Aphasia -- Global Aphasia Conduction Aphasia Covering an array of evidence-based content, including aphasia, traumatic brain injury, dementia, and language in aging, Aphasia and Other Acquired Neurogenic Language Disorders: A Guide for Clinical Excellence, Second Edition is a must-have textbook for clinicians and students studying to be speech-language pathologists. This clinical guide strategically addresses scientific foundations, service delivery, international and multicultural perspectives, assessment, and treatment Language disorders--Treatment Erscheint auch als Druck-Ausgabe Hallowell, Brooke Aphasia and Other Acquired Neurogenic Language Disorders San Diego : Plural Publishing, Incorporated,c2019 9781635501599 |
| spellingShingle | Hallowell, Brooke Aphasia and Other Acquired Neurogenic Language Disorders A Guide for Clinical Excellence Intro -- What Is Special About This Book? -- Acknowledgments -- About the Author -- Dedication -- Section I. Welcome and Introduction -- Chapter 1. Welcome to the Fantastic World of Research and Clinical Practice in Acquired Neurogenic Communication Disorders -- What Are Acquired Cognitive-Linguistic Disorders? -- Which Neurogenic Communication Disorders Are Not Acquired Language Disorders? -- What Is Clinical Aphasiology? -- What Is So Fantastic About the World of Neurogenic Communication Disorders? -- We Work With Wonderful People and Become Part of Their Rich Life Stories -- We Are Catalysts for Positive Change -- We Enjoy Empowerment of Others Through Advocacy and Leadership -- We Enjoy a Great Deal of Humor and Fascination -- We Enjoy Fantastic Local and Worldwide Professional Networks -- Our Work Is Multicultural and Multilingual -- We Are Lifelong Learners -- We Tap Into Our Most Scientific and Our Most Creative Selves at the Same Time -- We Have Rich Career Opportunities -- What Disciplines Are Relevant to Aphasia and Related Disorders? -- What Is Known About the Incidence and Prevalence of Acquired Neurogenic Language Disorders? -- Where Do Aphasiologists Work? -- What Is the Career Outlook for Clinical Aphasiologists? -- Learning and Reflection Activities -- Chapter 2. Becoming the Ultimate Excellent Clinician -- What Makes a Clinician Truly Excellent? -- What Can One Do to Become an Excellent Clinical Aphasiologist? -- How Do the People We Serve Characterize What They Most Want? -- What Are Some Traits of People Who Are Perceived as Unhelpful Clinicians? -- What Content Is Important to Master? -- What Credentials Are Required for a Career as an Aphasiologist? -- What Credentials May Aphasiologists Earn Beyond Their Basic Academic and Clinical Credentials? -- Is It Best to Specialize or Generalize? What Strategies Help Boost Career Development in Acquired Cognitive-Linguistic Disorders? -- What Organizations Support Professional Information Sharing and Networking Among Clinical Aphasiologists? -- Learning and Reflection Activities -- Chapter 3. Writing and Talking About the People With Whom We Work -- What Is Important to Consider in Writing and Talking About People With Neurogenic Cognitive-Linguistic Disorders? -- Person-First Language -- Alternatives to the Word Patient -- People With Disabilities -- Research Participants -- Older People -- Healthy Adults -- What Are Important Nuances in Terms We Use to Refer to People Who Care for People With Neurogenic Cognitive-Linguistic Disorders? -- What Is the Difference Between the Terms Therapy and Treatment ? -- Neurotypical People -- What Are Pros and Cons of Terms Used to Refer to SLPs? -- What Are the Preferred Terms When Referring to the Experts Who Work With People Who Have Neurogenic Communication Challenges? -- What Is Important to Keep in Mind Regarding Inclusive and Welcoming Language? -- What Other Terms Might Unintentionally Convey Negative Connotations? -- Why Are There Inconsistencies in the Prefixes Used in Terms for Characterizing Neurogenic Symptoms, and What Is the Rationale for Varied Prefix Choices? -- Learning and Reflection Activities -- Section II. Foundations for Considering Acquired Neurogenic Language Disorders -- Chapter 4. Defining and Conceptualizing Aphasia -- What Is a Good Way to Define Aphasia? -- Aphasia Is Acquired -- Aphasia Has a Neurological Cause -- Aphasia Affects Reception and Production of Language Across Modalities -- Aphasia Is Not a Speech, Intellectual, Sensory, or Psychiatric Disorder -- How Have Established Aphasiologists Defined Aphasia? -- What Are the Primary Frameworks for Conceptualizing Aphasia? -- Unidimensional Frameworks Multidimensional Frameworks -- Medical Frameworks -- Cognitive Neuropsychological, Psycholinguistic, and Neurolinguistic Frameworks -- Biopsychosocial Frameworks -- Social Frameworks -- Social Determinants of Health Frameworks -- Other Historically Relevant Frameworks -- How Does One Choose a Preferred Framework for Conceptualizing Aphasia? -- How Are the Frameworks for Conceptualizing Aphasia Relevant to Other Neurogenic Language Disorders? -- Learning and Reflection Activities -- Chapter 5. The WHO ICF, Human Rights Perspectives, and Life Participation Approaches -- What Is the WHO ICF? -- How Is the WHO ICF Relevant to Ethics and Human Rights? -- How Is the WHO ICF Specifically Relevant to Intervention and Research in Rehabilitation? -- How Is the WHO ICF Specifically Relevant to People With Neurogenic Language Disorders? -- Learning and Reflection Activities -- Chapter 6. Etiologies of Acquired Neurogenic Language Disorders -- What Is a Stroke? -- What Are Stroke Risk Factors, and What Causes Stroke? -- What Are the Physiological Effects of Stroke? -- How Crucial Is Timing for Medical Treatment After a Stroke? -- How Is the Sudden Onset of Stroke Relevant to Supporting Patients and Families? -- What Is a Transient Ischemic Attack? -- What Is Hypoperfusion? -- What Can Be Done to Prevent Stroke? -- Attending to Stroke Triggers -- What Is TBI? -- What Are Blast Injuries? -- What Are Concussion and Mild TBI? -- What Can Be Done to Prevent TBI? -- What Are Bacteria and Viruses? -- What Other Types of Infections Affect Cortical Function? -- What Is Neoplasm? -- What Is Toxemia? -- What Are Diabetes Mellitus and Diabetic Encephalopathy? -- What Is Metabolic Syndrome? -- What Other Metabolic Disorders Cause Encephalopathy? -- What Is Neurodegenerative Disease? -- What Is Dementia? -- What Is Mild Cognitive Impairment? What Is Primary Progressive Aphasia? -- What Are Some Special Challenges in Identifying Etiologies of Cognitive-Linguistic Disorders? -- Learning and Reflection Activities -- Chapter 7. Neurophysiology and Neuropathology of Acquired Neurogenic Language Disorders -- What Should SLPs Know About Neuroanatomy and Neurophysiology Associated With Neurogenic Cognitive-Linguistic Disorders? -- What Are Key Neurophysiological Principles Pertinent to Acquired Cognitive-Linguistic Disorders? -- Specialization of Structure and Function -- Interconnectivity Throughout the Brain -- The Brain's Plasticity -- What Is the Most Clinically Pertinent Knowledge an Aphasiologist Should Have About the Blood Supply to the Brain? -- What Factors Affect a Person's Prognosis for Recovery From a Stroke or Brain Injury? -- Why Is It Important for Clinical Aphasiologists to Know About the Visual System? -- What Aspects of the Visual System Are Most Relevant to People With Neurogenic Language Disorders? -- Anatomy and Physiology Associated With Visual Deficits -- How Are Visual Field Deficits Characterized? -- What Are Ocular Motor Deficits? -- What Are Visual Attention Deficits? -- What Are Higher-Level Visual Deficits? -- What Aspects of the Neurophysiology of Hearing Are Most Relevant to People With Neurogenic Language Disorders? -- Learning and Reflection Activities -- Supplemental Review of Neuroanatomy Related to Aphasiology -- Supplemental Review of Blood Supply to the Brain -- Supplemental Review of the Visual System -- Supplemental Review of the Auditory System -- Chapter 8. Neuroimaging and Other Neurodiagnostic Instrumentation -- What Are the Most Relevant Neuroimaging Techniques for Aphasiologists to Know About? -- Computed Axial Tomography (CAT or CT) -- Magnetic Resonance Imaging (MRI) -- Single Photon Emission Computed Tomography (SPECT) -- Cerebral Angiography What Other Neurodiagnostic Methods Are Important for Aphasiologists to Know About? -- Electroencephalography (EEG) -- Electrocorticography -- Additional Methods -- Learning and Reflection Activities -- Chapter 9. Aging, Which Is Not a Disorder, and Its Relevance to Aphasiology -- What Is Aging? -- What Are Key Theories About Aging That Are Especially Relevant to Cognition and Communication? -- What Is Aging Well? -- How Are Demographic Shifts in Aging Populations Relevant to Clinical Aphasiologists? -- What Are Normal Changes in the Brain as People Age? -- What Are Positive Aspects of the Aging Brain? -- Memory -- Word Finding -- Syntactic Processing -- Reading and Writing -- Discourse -- Pragmatics -- What Are General Guidelines for Differentiating Normal From Impaired Language in Older Adults? -- What Theories Have Been Proposed to Account for Cognitive-Linguistic Changes With Aging? -- Resource Capacity Theories -- Working Memory Theories -- Context-Processing Deficiency Theories -- Signal Degradation Theories -- Transmission Deficit Theories -- Speed-of-Processing Theories -- Inhibition Theories -- What Can Be Done to Ensure the Best Preservation of Language Abilities as People Age? -- What Is Elderspeak, and How May We Raise Awareness About It? -- What Sensitivities Related to Ageism Are Important for Aphasiologists to Demonstrate? -- Learning and Reflection Activities -- Section III. Features, Symptoms, and Syndromes in the Major Categories of Cognitive-Linguistic Disorders -- Chapter 10. Syndromes and Hallmark Characteristics of Aphasia -- How Are the Types of Aphasia Classified? -- What Are the Classic Syndromes of Aphasia, and What Are the Hallmark Characteristics of Each? -- Expressive/Receptive, Nonfluent/Fluent, and Anterior/Posterior Dichotomies -- Classic Aphasia Classification -- Wernicke's Aphasia -- Broca's Aphasia -- Global Aphasia Conduction Aphasia Language disorders--Treatment |
| title | Aphasia and Other Acquired Neurogenic Language Disorders A Guide for Clinical Excellence |
| title_auth | Aphasia and Other Acquired Neurogenic Language Disorders A Guide for Clinical Excellence |
| title_exact_search | Aphasia and Other Acquired Neurogenic Language Disorders A Guide for Clinical Excellence |
| title_exact_search_txtP | Aphasia and Other Acquired Neurogenic Language Disorders A Guide for Clinical Excellence |
| title_full | Aphasia and Other Acquired Neurogenic Language Disorders A Guide for Clinical Excellence |
| title_fullStr | Aphasia and Other Acquired Neurogenic Language Disorders A Guide for Clinical Excellence |
| title_full_unstemmed | Aphasia and Other Acquired Neurogenic Language Disorders A Guide for Clinical Excellence |
| title_short | Aphasia and Other Acquired Neurogenic Language Disorders |
| title_sort | aphasia and other acquired neurogenic language disorders a guide for clinical excellence |
| title_sub | A Guide for Clinical Excellence |
| topic | Language disorders--Treatment |
| topic_facet | Language disorders--Treatment |
| work_keys_str_mv | AT hallowellbrooke aphasiaandotheracquiredneurogeniclanguagedisordersaguideforclinicalexcellence |