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

• Author: Hallowell, Brooke.
• Place / Publishing House: San Diego : : Plural Publishing, Incorporated,, 2019.; ©2023.
• Year of Publication: 2019
• Edition: 2nd ed.
• Language: English
• Physical Description: 1 online resource (649 pages)

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...

Table of 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.