Acquired Language Disorders: A Case-Based Approach

Third Edition

Evelyn R. Klein, James M. Mancinelli

Details: 340 pages, B&W, Softcover, 8.5" x11"

ISBN13: 978-1-63550-097-4

© 2021

Release Date: 12/16/2019

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Acquired Language Disorders: A Case-Based Approach, Third Edition, is a practical, easy-to-follow, informative guide for students and clinicians. The authors present each case from an impairment-based perspective with practical application to improving activities of daily living, as well as a social interactive perspective to create a wholistic picture of each case. For people with aphasia, clinicians are encouraged to consider not only language but also executive functions, attention, memory, and visuospatial skills. Information in the text coordinates the assessment process to a treatment plan informed by the Aphasia: Framework for Outcome Measurement (A-FROM) model, an expansion from the World Health Organization (WHO) International Classification of Functioning, Disability and Health (ICF).

This edition begins with a review of the basics of brain-behavior relationships and pertinent medical terminology for treating individuals who have a neurological impairment. Each disorder is then introduced in a case-based format that includes a case scenario with a photo, functional analysis of the patient, critical thinking/learning activities, a diagnostic profile, the new Target Assessment Snapshot, treatment considerations, and a Venn diagram of the A-FROM Model with patient goals for each case. Special features include “Test Your Knowledge” sections based on 10 patient scenarios along with an answer key, a Quick Reference Diagnostic Chart for ALDs, and a Functional Communication Connections Worksheet for treatment planning purposes.

New to the Third Edition

  • The 15 clinical cases include new photos along with the Target Assessment Snapshot depicting level of severity for expression, comprehension, reading, and writing and areas of cognitive impairment. A new case includes a bilingual person with aphasia
  • All chapters have been updated with relevant research
  • An A-FROM model graphic for each patient’s treatment goals is included
  • There is a new Assessment Summary Sheet to help the clinician with the development of a diagnostic profile
  • The chapter on assessment is updated and new assessments are added, including the Assessment of Living with Aphasia (ALA) and the Repeatable Battery for the Assessment of Neuropsychological Status (R-BANS), the Progressive Aphasia Severity Scale (PASS), and more
  • Chapter 10 includes more than 25 treatment approaches and therapeutic programs
  • The chapter on assessment and service delivery for people with ALD includes discussions of the ICF and the A-FROM Model
  • The PowerPoint lecture slides to augment the text are now accessible on a PluralPlus companion website instead of a CD

Introduction

Acknowledgements

 

Chapter 1. An Overview of Neuroanatomy and Neurophysiology Related to Acquired Language Disorders (ALD)

The Neuron

Neurotransmitters

Sensory

The Brain: A Brief Review of Structure and Function

The Coverings of the Brain, Ventricles, and Cerebrospinal Fluid

Cerebral Cortex

The Brainstem

Subcortical Structures

The Cerebellum

Neural Pathways

Cerebral Blood Flow

Cerebrovascular Accidents

Brain Imaging and Selected Medical Tests for Acquired Language Disorders

CAT Scan or CT Scan

MRI

fMRI

PET Scan

SPECT Scan

ASL

Examination of the Carotids: Doppler Ultrasound or Auscultation of the Carotids

Endocardiography

Angiography

References

 

Chapter 2. Assessment and Service Delivery in Acquired Language Disorders

Approaches to Assessment in Acquired Language Disorders

Purpose of Assessment

      Assessment of Language Functions

Characteristics of Aphasia

Definitions of the Clinical Characteristics of the Major Aphasias

Areas to Consider Using the ALD Target Assessment Model

The Target Assessment Snapshot in Acquired Language Disorders

Screening and Diagnostic Assessment

Screening Tests

Diagnostic Assessment in Acquired Language Disorders: Making Sound Decisions

Selected Assessments for Acquired Language Disorders

Cognitive Linguistic Quick Test – Plus (CLQT+)
Modifications to Standard Assessments
Goal Setting Based on Diagnostic Results

Service Delivery and the World Health Organization

The International Classification of Functioning (ICF) and Living with Aphasia: Framework for Outcome Measurement (A-FROM model)

Service Delivery for People with Acquired Language Disorders

The Acute Care Setting

The Rehabilitation Setting

The Home Care Setting

The Outpatient Setting

The Long-Term Care (LTC) Setting

Monitoring Change and Continuation of Services

Documentation of Progress

Summary

References

 

Chapter 3. The Major Non-Fluent Aphasias

Introduction

Broca’s Type Aphasia

Characteristics

A Functional Analysis of Maurice

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals using A-FROM (Kagan, 2011)

Transcortical Motor Aphasia

Characteristics

A Functional Analysis of Vincent

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals with A-FROM (Kagan, 2011)

Global Aphasia

Characteristics

A Functional Case Analysis for Elizabeth

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals with A-FROM (Kagan, 2011)

References

 

Chapter 4. The Fluent Aphasias

Introduction

Wernicke’s Type Aphasia
Characteristics

A Functional Analysis of Mildred’s Wernicke’s Aphasia

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals Using A-FROM (Kagan, 2011)

Transcortical Sensory Aphasia

Characteristics

A Functional Analysis of John’s TSA

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals Using A-FROM (Kagan, 2011)

Conduction Aphasia

Characteristics

A Functional Analysis of Miriam’s Aphasia

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals Using A-FROM (Kagan, 2011)

Anomic Aphasia
Characteristics

A Functional Analysis of Sophie’s Aphasia

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals using A-FROM

References

 

Chapter 5. Other Aphasic Syndromes

Subcortical Aphasia
Introduction

Characteristics of Subcortical Aphasias

A Functional Analysis of Winnie’s Subcortical Aphasia

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals Using A-FROM (Kagan et al., 2008)

Primary Progressive Aphasia

Introduction

Characteristics

A Functional Analysis of Luis’s Primary Progressive Aphasia

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals Using A-FROM (Kagan et al., 2008)

Acquired Alexia and Agraphia

Characteristics

Alexia

Agraphia

A Functional Analysis of Sue’s Alexia

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals Using A-FROM (Kagan et al., 2008)

Aphasia in the Bilingual Person

Recovery Patterns in Bilingual Aphasia

Cognitive Control in Differential Aphasia

A Functional Analysis of Hamid’s Bilingual Aphasia

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals Using A-FROM (Kagan et al., 2008)

References

 

Chapter 6. Right Hemisphere Disorder

Introduction

Characteristics

Communication Deficits

RHD and Pragmatic Impairment

Visual-Perceptual Deficits

Visuomotor Deficits

Auditory Perceptual Deficits

Cognitive Deficits

A Functional Analysis of Debra

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals Using A-FROM (Kagan et al. 2011; adapted for RHD)

References

 

Chapter 7. Traumatic Brain Injury

Introduction

Characteristics

Types of Brain Injury

Symptoms Related to Localization of the TBI

Prognostic Considerations in Head Injury

Premorbid Intelligence

Age at the Time of Injury

Duration of Coma

Posttraumatic Amnesia

Medical Complications

Posttraumatic Seizures

Hydrocephalus

Spasticity

Cognitive-Linguistic Impairment Due to TBI

Establishing Goals for the Therapeutic Course

Post-Concussive Syndrome

Mild TBI (mTBI)

Rating Scales for Functional Outcomes

Rancho Los Amigos (RLA)

Disability Rating Scale (DRS)

General Treatment Issues

Errorless Learning

A Note about Generalization in People with TBI

A Functional Analysis of Samuel’s TBI

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals Using A-FROM (Kagan, 2011; adapted to represent “living with traumatic brain injury.”)

References

 

Chapter 8. Dementia

Introduction

Characteristics

Diagnostic Factors

The Stages of Dementia

Memory Systems and Dementia

Types of Dementia

Vascular Dementia (VaD)

Parkinson’s Dementia

Fronto-Temporal-Parietal Dementias (FTP)

Creutzfeldt-Jakob Disease

Huntington’s Disease

Overview of Research on Treatment for Dementia

A Functional Analysis of Max’s Dementia

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals Using A-FROM (Kagan, 2011; adapted to represent “living with traumatic dementia.”)

References

 

Chapter 9. Encephalopathy

Introduction

Characteristics

Drug and Alcohol Intoxication: Two Common Etiologies for Encephalopathy

A Functional Analysis of Tommy

Critical Thinking/Learning Activity

Treatment Considerations

Therapeutic Goals Using A-FROM (Kagan, 2011; adapted to represent “living with encephalopathy.”)

References

 

Chapter 10. Selected Treatment Programs and Approaches

Historical Overview of Efficacy and Evidence in the Treatment of Acquired Language Disorders (ALD) in Adults

Randomized Controlled Trials (rCTs) and Aphasia Treatment

Trends in Treatment for Acquired Language Disorders

Biological and Pharmacologic Interventions

Using Neuroimaging to Predict Recovery in People with Aphasia

Intensity of Treatment

Computer-Assisted Technology and Treatment of Aphasia

AAC for Adults with ALD: Aphasia, PPA, TBI, and Dementia

The Use of Applications (Apps) in the Rehabilitation of the ALD Patient

Selected Treatment Programs for Acquired Language Disorders

A Treatment Sequence for Phonological Alexia/Agraphia

Anagram, Copy, and Recall Therapy (ACRT)

Concurrent Treatment for Reading and Selling in Aphasia: Oral Reading Treatment (ORT) and Copy and Recall Treatment (CART)

Constraint-Induced Language Therapy (CILT) 

Conversational Coaching

Divergent Word Retrieval

Life Participation Approach to Aphasia (LPAA) 

Lingraphica®

Mapping Therapy 

Melodic Intonation Therapy (MIT)

MossTalk Words (MTW) 

Narrative Story Cards

Nonsymbolic Movements for Activation of Intention (NMAI) 

Normal Sentence Production 

Oral Reading for Language in Aphasia (ORLA) and ORLA with Virtual Therapist (ORLA-VT)

Promoting Aphasics’ Communicative Effectiveness (PACE)

Response Elaboration Training (RET) 

Schuell’s Stimulation Approach

Semantic Feature Analysis (SFA)

Sentence Production Program for Aphasia (SPPA)

SentenceShaper

Speech Entrainment

Treatment of Underlying Forms (TUF)

Verb Network Strengthening Treatment (VNeST)

Visual Action Therapy (VAT)

References

Index

Evelyn R. Klein

Evelyn R. Klein, PhD, CCC-SLP, BCS-CL, is a Professor of Communication Sciences and Disorders at La Salle University and a licensed and certified speech-language pathologist and licensed psychologist with postdoctoral training in neuropsychology. She holds Board Specialty Certification in Child Language from the American Speech-Language-Hearing Association. She is an ASHA Fellow. Dr. Klein has conducted research using cognitive behavioral therapy (CBT) with people who stutter and has presented and published on this topic. She is also on the Scientific Advisory Board of the Selective Mutism Association and is a consultant for the Selective Mutism Research Institute. She received the Lindback Award for Distinguished Teaching from La Salle University and the Pennsylvania Clinical Achievement Award from the Pennsylvania Speech-Language-Hearing Association. As a practicing clinician, Dr. Klein evaluates and treats individuals with communication disorders, including people who stutter.

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James M. Mancinelli

James M. Mancinelli, MS, CCC-SLP is the University Clinical Coordinator/Supervisor for La Salle University's Speech-Language-Hearing Science Program. He teaches the graduate course in acquired language disorders, the introductory and advanced clinical practicum courses, as well as undergraduate courses in clinical procedures and professional issues. Mr. Mancinelli is a certified speech-language pathologist and has twenty-five years of clinical experience in medical speech-language pathology, evaluating and treating patients across the life span in acute care, rehabilitation, long-term care, and out-patient settings.

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