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ACQ : issues in language, speech and hearing / / Speech Pathology Australia
| ACQ : issues in language, speech and hearing / / Speech Pathology Australia |
| Pubbl/distr/stampa | Melbourne, : Speech Pathology Australia, 1999- |
| Descrizione fisica | 1 online resource |
| Disciplina | 616.855023 |
| Soggetto topico |
Speech therapy - Australia
Language disorders Speech disorders Hearing disorders Speech Therapy Language Disorders Hearing Disorders |
| Soggetto genere / forma | Periodical |
| Formato | Materiale a stampa  |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Altri titoli varianti |
ACQuiring knowledge in speech, language and hearing
ACQuiring Knowledge in Speech, Language & Hearing |
| Record Nr. | UNINA-9910219903503321 |
| Melbourne, : Speech Pathology Australia, 1999- | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Acquired language disorders : a case-based approach / / James M. Mancinelli, Evelyn R. Klein
| Acquired language disorders : a case-based approach / / James M. Mancinelli, Evelyn R. Klein |
| Autore | Mancinelli James M. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Diego, California : , : Plural Publishing, Inc., , 20144 |
| Descrizione fisica | 1 online resource (313 pages) : illustrations |
| Disciplina | 616.85/5 |
| Soggetto topico |
Language disorders
Aphasia |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-59756-922-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910466772303321 |
Mancinelli James M.
|
||
| San Diego, California : , : Plural Publishing, Inc., , 20144 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Acquired language disorders : a case-based approach / / James M. Mancinelli, Evelyn R. Klein
| Acquired language disorders : a case-based approach / / James M. Mancinelli, Evelyn R. Klein |
| Autore | Mancinelli James M. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Diego, California : , : Plural Publishing, Inc., , 20144 |
| Descrizione fisica | 1 online resource (313 pages) : illustrations |
| Disciplina | 616.85/5 |
| Soggetto topico |
Language disorders
Aphasia |
| ISBN | 9781597569224 (ebook) |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | An overview of neuroanatomy and neurophysiology related to acquired language disorders (ALD) -- Elements of assessment in ALD -- The major nonfluent aphasias -- The major fluent aphasic syndromes -- Other aphasic syndromes -- Right hemisphere disorder -- Traumatic brain injury -- Dementia -- Encephalopathy and acquired language disorders -- Past, present, and future considerations in ALD. |
| Record Nr. | UNINA-9910795932903321 |
|
Mancinelli James M.
|
||
| San Diego, California : , : Plural Publishing, Inc., , 20144 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Acquired language disorders : a case-based approach / / James M. Mancinelli, Evelyn R. Klein
| Acquired language disorders : a case-based approach / / James M. Mancinelli, Evelyn R. Klein |
| Autore | Mancinelli James M. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Diego, California : , : Plural Publishing, Inc., , 20144 |
| Descrizione fisica | 1 online resource (313 pages) : illustrations |
| Disciplina | 616.85/5 |
| Soggetto topico |
Language disorders
Aphasia |
| ISBN | 9781597569224 (ebook) |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | An overview of neuroanatomy and neurophysiology related to acquired language disorders (ALD) -- Elements of assessment in ALD -- The major nonfluent aphasias -- The major fluent aphasic syndromes -- Other aphasic syndromes -- Right hemisphere disorder -- Traumatic brain injury -- Dementia -- Encephalopathy and acquired language disorders -- Past, present, and future considerations in ALD. |
| Record Nr. | UNINA-9910809267803321 |
|
Mancinelli James M.
|
||
| San Diego, California : , : Plural Publishing, Inc., , 20144 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Acquired language disorders in adulthood and childhood : selected works of Elaine Funnell / / Elaine Funnell ; edited by Nicola Pitchford and Andrew W. Ellis
| Acquired language disorders in adulthood and childhood : selected works of Elaine Funnell / / Elaine Funnell ; edited by Nicola Pitchford and Andrew W. Ellis |
| Autore | Funnell Elaine |
| Pubbl/distr/stampa | Milton Park, Abingdon, Oxon ; ; New York, NY : , : Routledge, , 2017 |
| Descrizione fisica | 1 online resource (288 pages) : illustrations |
| Disciplina | 616.85/5 |
| Collana | World Library of Psychologists |
| Soggetto topico |
Language disorders
Language disorders in children |
| ISBN |
1-315-63953-X
1-317-27432-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Semantic systems or system? Neuropsychological evidence re-examined / M.J. Riddoch. [et al.] -- 2. Categories of knowledge? Unfamiliar aspects of living and nonliving things / Elaine Funnell and Jenny Sheridan -- 3. JBR : a reassessment of concept familiarity and a category-specific disorder for living things / Elaine Funnell and Paul De Mornay Davies -- 4. Objects and properties : a study of the breakdown of semantic memory / Elaine Funnell -- 5. Deficits of semantic memory and executive control : evidence for differing effects upon naming in dementia / Elaine Fuller and John R. Hodges -- 6. Interaction and accommodation between past-tense regular and irregular verbs : evidence from neuropsychology (2016) / Elaine Funnell and Michael Kopelman -- 7. Recovery of spoken language processing in a 6-year-old child following a left hemisphere stroke : a longitudinal study / N.J. Pitchford. [et al.] -- 8. An acquired form of developmental phonological dyslexia / N.J. Pitchford and E. Funnell -- 9. Reading disorders and weak verbal IQ following left hemisphere stroke in children : no evidence of compensation / Elaine Funnell and Nicola J. Pitchford -- 10. Right-hemisphere reading in a case of developmental deep dyslexia / Nicola J. Pitchford. [et al.] -- 11. Development of a vocabulary of object shapes in a child with a very-early-acquired visual agnosia : a unique case / Elaine Funnell and John Wilding. |
| Record Nr. | UNINA-9910149375603321 |
|
Funnell Elaine
|
||
| Milton Park, Abingdon, Oxon ; ; New York, NY : , : Routledge, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Advances in speech-language pathology
| Advances in speech-language pathology |
| Pubbl/distr/stampa | [San Diego], : [Singular Pub. Group] |
| Disciplina | 616.855 |
| Soggetto topico |
Speech disorders
Language disorders Speech therapy Speech Disorders Language Disorders Speech-Language Pathology |
| Soggetto genere / forma |
Periodical
Periodicals. |
| ISSN | 1742-9528 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910143478403321 |
| [San Diego], : [Singular Pub. Group] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
American journal of speech-language pathology
| American journal of speech-language pathology |
| Pubbl/distr/stampa | Rockville, Md., : American Speech-Language-Hearing Association |
| Disciplina | 616.85 |
| Soggetto topico |
Language disorders
Language disorders - Treatment Speech disorders Speech therapy Language Disorders Language Therapy Speech Disorders Speech Therapy Speech-Language Pathology |
| Soggetto genere / forma |
Periodical
Periodicals. |
| ISSN | 1558-9110 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910144006303321 |
| Rockville, Md., : American Speech-Language-Hearing Association | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
American journal of speech-language pathology
| American journal of speech-language pathology |
| Pubbl/distr/stampa | Rockville, Md., : American Speech-Language-Hearing Association |
| Disciplina | 616.85 |
| Soggetto topico |
Language disorders
Language disorders - Treatment Speech disorders Speech therapy Language Disorders Language Therapy Speech Disorders Speech Therapy Speech-Language Pathology |
| Soggetto genere / forma |
Periodical
Periodicals. |
| ISSN | 1558-9110 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996198574003316 |
| Rockville, Md., : American Speech-Language-Hearing Association | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Aphasia and Other Acquired Neurogenic Language Disorders : A Guide for Clinical Excellence
| Aphasia and Other Acquired Neurogenic Language Disorders : A Guide for Clinical Excellence |
| Autore | Hallowell Brooke |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | San Diego : , : Plural Publishing, Incorporated, , 2019 |
| Descrizione fisica | 1 online resource (649 pages) |
| Soggetto topico | Language disorders |
| ISBN |
9781635501629
9781635501599 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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. |
| Record Nr. | UNINA-9910795765803321 |
|
Hallowell Brooke
|
||
| San Diego : , : Plural Publishing, Incorporated, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Aphasia and Other Acquired Neurogenic Language Disorders : A Guide for Clinical Excellence
| Aphasia and Other Acquired Neurogenic Language Disorders : A Guide for Clinical Excellence |
| Autore | Hallowell Brooke |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | San Diego : , : Plural Publishing, Incorporated, , 2019 |
| Descrizione fisica | 1 online resource (649 pages) |
| Soggetto topico | Language disorders |
| ISBN |
9781635501629
9781635501599 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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. |
| Record Nr. | UNINA-9910827650603321 |
|
Hallowell Brooke
|
||
| San Diego : , : Plural Publishing, Incorporated, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Soggetto topico
-
Language disorders
(128)
- Speech disorders (53)
- Communicative disorders (28)
- Language Disorders (25)
- Language acquisition (22)