Aphasia and Other Acquired Neurogenic Language Disorders: A Guide for Clinical Excellence

First Edition

Brooke Hallowell

Details: 709 pages, B&W With Color Insert, Softcover, 7" x 10"

ISBN13: 978-1-59756-477-9

© 2017 | Available

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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 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.

Organized to maximize adult learning, the book is adaptable for multiple pedagogic methods for classroom-based courses, independent study, and online learning. Aphasia and Other Acquired Neurogenic Language Disorders: A Guide for Clinical Excellence provides clinicians and students a clear pathway for quality and effectiveness in clinical practice.

Key Features

  • A rigorous approach to the art and science of clinical practice, integrating diverse theoretical perspectives for a global readership
  • Guidance on advocacy, ethics, reimbursement, legal aspects, and counseling
  • An emphasis on person-centered, empowering approaches to maximize life participation
  • Extensive assessment resources and a process analysis approach for analyzing communicative performance and interpreting assessment results
  • How-to content on more than 50 intervention approaches
  • Diagrams, charts, illustrations, summary tables, a substantial glossary, a detailed index, and rich up-to-date references
  • Complementary online materials with links to videos and other teaching/learning resources
  • Systematic queries that enliven clear learning objectives


Pedagogy Includes

  • Extensive assessment resources and a process analysis approach for analyzing communicative performance and interpreting assessment results
  • Clear and concise clinical examples to ensure relevance of information based on realistic scenarios
  • Systematic queries that enliven clear learning objectives
  • Diagrams, charts, illustrations, summary tables, a substantial glossary, a detailed index, and rich up-to-date references
  • Key terms in bold within the chapter and listed in a glossary


Ancillary materials available via PluralPlus companion website

  • PowerPoint materials to guide discussions pertaining to content in each chapter
  • Additional discussion points and learning activities for each chapter designed to encourage a learn-by-doing rather than just a learn-by-reading modes
  • Editable in-class handouts to guide discussions and hands-on learning activities
  • A terminology guide with sound files for practice with pronunciation and definitions
  • Links to video examples and additional helpful online resources
  • A test bank that includes multiple-choice, fill-in-the blank, matching, true/false, short-answer, and essay items, all cross-referenced to the content areas addressed
  • A concise review of pedagogic methods for instructors, aimed at enhancing engaged learning

Reviews

"The author's unique "voice" comes through here, as does her passion and enthusiasm for clinical aphasiology. . . I don't know of any other textbook that structures the active learning experience for the reader in the way this one does. If readers truly engage with the learning opportunities provided, their depth of knowledge in many ways."
Barbara Shadden, PhD, Professor Emerita, Department of Communication Disorders, University of Arkansas

"This book is a book so well written scientifically and yet so poetic and artistic, reflecting the art and the science of our profession, applicable to clinical practice as well as laboratory research."
Hyanghee (Hope) Kim, PhD, Professor, Department of Speech-Language Pathology, Younsei University, Korea

Professor Hallowell excels through her friendly yet scientifically rigourous style. Her rich experience as both clinician and scholar are evident in her writing. The book kindles researchers' minds and empowers clinicians.
—​​​​​​​N. Shivashankar, PhD, Professor and Head, Department of Speech Pathology and Audiology, National Institute of Mental Health and Neurosciences, India

"This is a thoroughly up-to-date and comprehensive text in aphasia. It is loaded with solid information about diagnosing and treating neurogenic communication disorders, information on outcome measurement, guidelines for best practices, and written in a reader-friendly style. Serious clinicians will want to read this book, and keep it close as a crucial reference throughout their practice-lifetimes."
Audrey L. Holland, PhD, Regents' Professor Emerita University of Arizona; Research Director, Adler Aphasia Center Maywood NJ (2016)

"**Description** This exhaustive review of acquired neurogenic language disorders covers aphasia, right brain, TBI, and dementia. It provides a broad range of information from theoretical concepts to clinical applications, including important aspects of the clinical process based on evidence-based practice as well as practical, useful information such as billing.
**Purpose** The intent is to go beyond assessment and treatment of neurogenic disorders. The author includes aspects of the WHO's model of body structure and function, quality of life, multicultural issues, ethical issues, and evidence-based practice. This book is phenomenal and could be used across many courses for graduate students.
**Audience** The intended audience is students in speech-language pathology who wish to work in the medical arena. It also would be a great reference for working clinicians. This book is right on target for graduate students. Dr. Hallowell is very much an authority, with years of experience, who has published extensively in these areas.
**Features** The book covers all aspects of the process of assessment and intervention, related to the neurological disorders of aphasia, right brain, TBI, and dementia. It includes a strong historical perspective on these deficits as well as descriptions of current neuroanatomy and neurophysiology. It covers many aspects of intervention such as quality of life issues that many books do not address. The book's main strength is that it is comprehensive. The only possible criticism is that this comprehensiveness could be seen as rather daunting by students. But it is a book many would want to subsequently keep for their professional libraries. There is an accompanying website, which would be of special interest to instructors.
**Assessment** This book is amazing. It is extremely thorough and, to my knowledge, far exceeds the offerings I have considered in the past, such as Aphasiology: Disorders and Clinical Practice, 2nd edition, Davis (Pearson, 2006), and 'Brain-Based Communication Disorders, LaPointe et al. (Plural Publishing, 2010). It is also much more user friendly than Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders, 5th edition, Chapey (Lippincott Williams & Wilkins, 2008).5 STARS!"

Paul A Dagenais, Ph.D., University of South Alabama, in Doody's (August 2016)

"This text contains eight sections and 33 clear, informative, and insightful chapters. Most chapters are also complemented by downloadable student and instructor resources. Each chapter opens with clear learning objectives and concludes with well-considered learning and reflection activities. This text therefore offers significant value for money. The general structure of the text is fairly standard, moving from foundations and the nature of aphasia and cognitive communication disorders in conditions such as traumatic brain injury, right hemisphere disorder, and dementia, through to assessment, and then general principles of intervention, followed by specific intervention approaches. . . . Even within chapters that explore familiar topics, such as the ICF and its application to aphasia and cognitive communication, assessment tools and methods, and theories and approaches to intervention, Hallowell offers unique perspectives through combining discussion of current research with insights gained from clinical experience. These insights help the text achieve its aim of promoting the idea of an excellent clinician by providing information that few other textbooks draw explicit attention to."
Dr. Christopher Plant, in JCPSLP (November 2016)

What Is Special About this Book
Acknowledgments
About the Author


Section I. Welcome and Introduction
Chapter 1. Welcome to the Fantastic World of Research and Clinical Practice in Acquired Neurogenic Cognitive-Linguistic Disorders!
Chapter 2. Becoming the Ultimate Excellent Clinician
Chapter 3. Writing and Talking About People With Disabilities

Section II. Foundations for Considering Acquired Neurogenic Language Disorders
Chapter 4. Defining and Conceptualizing Aphasia
Chapter 5. The WHO ICF and Its Relevance to Acquired Neurogenic Communication Disorders
Chapter 6. Etiologies of Acquired Neurogenic Language Disorders
Chapter 7. Neurophysiology and Neuropathologies Associated With Acquired Neurogenic Language Disorders
Chapter 8. Neuroimaging and Other Instrumentation
Chapter 9. Language in the Context of Aging

Section III. The Nature of Neurogenic Disorders of Cognition and Language
Chapter 10. Syndromes and Hallmark Characteristics of Aphasia
Chapter 11. Cognitive-Communicative Disorders Associated With Traumatic Brain Injury
Chapter 12. Cognitive-Communicative Disorders Associated With Right Hemisphere Syndrome
Chapter 13. Cognitive-Communicative Disorders Associated With Dementia and Other Neurodegenerative Conditions

Section IV. Delivering Excellent Services
Chapter 14. Contexts for Providing Excellent Services
Chapter 15. Engaging Proactively in Advocacy and Legal and Ethical Concerns
Chapter 16. Global Aspects of Clinical Aphasiology

Section V. Assessment
Chapter 17. Best Practices in Assessment
Chapter 18. Psychometric Aspects of Assessment and Assessment Processes
Chapter 19. Problem-Solving Approaches to Differential Diagnosis and Confounding Factors
Chapter 20. Tests, Scales, and Screening Instruments
Chapter 21. Discourse Sampling and Conversational Analysis
Chapter 22. Documenting Assessment Results and Considering Prognosis

Section VI. Theories and Best Practices in Intervention
Chapter 23. Best Practices in Intervention
Chapter 24. Theories of Intervention

Section VII. General Treatment Approaches
Chapter 25. General Approaches for Enhancing Cognitive-Linguistic Abilities
Chapter 26. Facilitating Communication in People With Dementia
Chapter 27. Counseling and Life Coaching
Chapter 28. Complementary and Integrative Approaches

Section VIII. Specific Treatment Approaches
Chapter 29. Promoting Compensatory Strategies in Conversation
Chapter 30. Enhancing Overall Expressive Language
Chapter 31. Improving Word Finding and Lexical Processing
Chapter 32. Improving Syntax
Chapter 33. Improving Reading and Writing

Glossary
References
Index

Brooke Hallowell

Brooke Hallowell, PhD, CCC-SLP, brings to this book over 25 years of clinical, research, teaching, and advocacy experience to support adults with acquired neurogenic communication challenges. Dr. Hallowell is active in research and advocacy related to aphasia and other neurogenic language disorders as well as aging and end-of-life care. She serves on boards and task forces of several national and international organizations, including the Aphasia and Stroke Society of India, Aphasia United, and the National Aphasia Association. She serves as editorial board member and reviewer for many scholarly journals and reviewer for several granting agencies, including the National Institutes of Health (NIH). Dr. Hallowell has garnered over U.S.$14 million in funded grants, with extramural support from such agencies the NIH, National Science Foundation, Health Resources Service Administration, and the Ohio Department of Aging. A former President of the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD), she chaired the first-ever Global Summit on Higher Education in Communication Sciences and Disorders in 2012 and is deeply engaged in developing new academic and clinical programs, especially in underserved regions of the world. A Fellow of the American Speech-Language-Hearing Association (ASHA), Dr. Hallowell is also the recipient of the 2015 Asia Pacific Society in Speech-Language-Hearing Association Outstanding Contribution Award, the 2014 CAPCSD Honors of the Council, and the 2013 ASHA Certificate of Recognition for Outstanding Contributions in International Achievement, and is a former Fulbright Fellow, and U.S. national Finalist for the Thomas Ehrlich Award for Service Learning.

Dr. Hallowell holds a BA from Brown University, an MS from Lamar University, a certificate of Etudes Supérieures from the Conservatoire National de France, and a PhD from the University of Iowa. She serves as Executive Director of the Collaborative on Aging, Professor and Coordinator of PhD Programs in Communication Sciences and Disorders, Director of the Neurolinguistics Laboratory, Adjunct Professor of Family Medicine, Adjunct Professor of Biomedical Engineering, Professor of Southeast Asia Studies, Professor of International Development Studies, and Supervisor of the Aging and Gerontological Education Society and the Respite Volunteer Program at Ohio University. She previously served as Associate Dean for Research and Sponsored Programs in College of Health and Human Services; Director of the School of Hearing, Speech and Language Sciences; founding Co-Director of the Global Health Initiative; founding Coordinator of the Diabetes Research Initiative; and Co-Director of the Appalachian Rural Health Institute at Ohio University.

Having had selective mutism as a child and having been an extremely shy person into young adulthood, she entered the realm of clinical aphasiology with a personal connection to those who have important things to say but are not able to express them fully. Being the mother of a child with a severe traumatic brain injury who is now a thriving and extremely competent adult, she has firsthand knowledge about what it is that people need and want during the course of rehabilitation. According to Dr. Hallowell, these experiences are a large part of what drives her passion to help clinicians and clinicians-in-training focus not only on gaining clinical knowledge and skill but also on wisdom, compassion, and other characteristics that will propel them toward ultimate excellent clinical competence.

Learn More

Purchasers of this book receive complimentary access to supplementary materials (listed below) hosted on a PluralPlus companion website.

Student Materials:

  • Supplemental Learning Activities
  • Online Videos
  • Chapter Questions
  • PowerPoints
  • Terms
  • Pronunciations and Self-Study Aids


Instructor Materials:

  • Class activities
  • Instructor's Guide
  • Test Bank


To access the materials, log in to the website using the URL located inside the front cover of your copy of Aphasia and Other Acquired Neurogenic Language Disorders: A Guide for Clinical Excellence.

STUDENTS:
To access the student materials, you must register on the companion website and log in using the access code located inside the front cover of your textbook.

INSTRUCTORS:
To access the instructor materials, you must contact Plural Publishing, Inc. to be verified as an instructor and receive your access code.

Email: information@pluralpublishing.com
Tel: 866-758-7251 (toll free) or 858-492-1555

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