Linked e-resources
Details
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.
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.