Webb, W. & Adler, R.
Neurology for the Speech-Language Pathologist 5th ed.
Elsevier Science Ltd. 2007.10
336 pp. (P)
ISBN 0-7506-7526-8
8,200円
Contents
1. Introduction to Speech-Language Neurology / 2. Organization of the Nervous System I / 3. Organization of the Nervous System II / 4. Neuronal Function in the Nervous System / 5. Neurosensory Organization of Speech and Hearing / 6. Neuromotor Control of Speech / 7. The Cranial Nerves / 8. Clinical Speech Syndromes of the Motor Systems / 9. Pediatric Clinical Speech Syndromes: The Developing Brain / 10. Central Language Mechanism and Learning NEW! / 11. Adult Disorders of Language / 12. Pediatric Disorders of Language / APPENDICES / GLOSSARY / INDEX / *
* A clear, concise, and approachable writing style helps students understand neurology in the context of speech-language pathology. Supplemented by a wealth of new illustrations and learning features for students, this new edition helps to demystify this often-daunting subject matter. The 5th edition also introduces a new author, Dr. Richard Adler, who brings a fresh perspective and an impressive clinical background. *
Hinckley, J. J.
Narrative-Based Practice in Speech-Language Pathology
Stories of a Clinical Life
Plural Publishing 2007.7
368 pp.(P)
ISBN 1-59756-072-3
7,800円
Contents
Part.1: The Importance of Narrative: 1. To the development of the self and expertise/ 2. To healing and growth/ Part.2: Fundamentals of Narrative: 4. Autoethnographic narratives/ 5. Illness narratives/ 6. Psychobiology of narrative/ Part.3: The Development of a Clinician: Stories from a Clinical Life: 7. Overheard on the bus/ 8. God and truth/ 9. Lunch hour/ 10. Being positive/ 11. Bitter memories/ 12. Aphasia group/ 13. Back to the beginning/ Part.4: Using narrative to develop expertise: 14. The development of the clinical self/ 15. The growth of a client/ 16. Ethical considerations/ Index/
* This book addresses the "clinician side" of the therapeutic equation by spotlighting the interactional aspects of clinical work in speech-language pathology, and encourages the development of interactional skills and attitudes as the clinician gains experience. The method used to explore this topic is autoethnographic narrative, a commonly used tool in other disciplines including medicine - 'listening to patients' - and occupational therapy, but thus far rarely explored in speech-language pathology. *
Stackhouse, J. et al.
Compendium of Auditory and Speech Tasks
Children's Speech and Literacy Difficulties 4
難聴・言語障害児の聴覚と音声
John Wiley & Sons 2007.11
486 pp. (P) with CD-ROM
ISBN 0-470-51659-3
9,400円
Contents
Preface / Compendium CD-Rom / Acknowledgements / Conventions / Phonetic Symbols and Diacritics / 1: A Psycholinguistic Approach / 2: Development of the Assessment Tasks and Normative Data / 3: Auditory Discrimination Tasks / 4: Auditory Lexical Discrimination Tasks / 5: Speech Production: Single Words / 6: Speech Production: Connected Speech / 7: Speech Accuracy, Rate and Consistency / 8: Predicting Persisting Speech Difficulties / 9: Assessing Risk Factors through Questionnaires / 10: Using Auditory and Speech Tasks in Practice References / Appendix A - H / Index / Other Titles in this Series / *
* The book summarises research findings from a range of projects using a set of auditory and speech procedures designed for the psycholinguistic framework developed by Stackhouse and Wells (1997). These procedures have been used with children and adolescents with a range of difficulties associated with cleft lip and palate, dysarthria, dyspraxia, phonological impairment, Down syndrome, dyslexia, stammering, autism, semantic-pragmatic difficulties, general learning difficulties, and disadvantaged backgrounds. *
Ingram, J.C.L.
Neurolinguistics
An Introduction to Spoken Language Processing and its Disorders
Cambridge University Press 2007.10
442 pp. (P)
ISBN 0-521-79640-7
6,300円
Contents
Part I. Foundational Concepts and Issues: 1. Introduction and overview; 2. Aspects of language competence; 3. The neuroanatomy of language; 4. On modularity and method; Part II. Speech Perception and Auditory Processing: 5. The problem of speech recognition; 6. Speech perception: paradigms and findings; 7. The speech recognition lexicon; 8. Disorders of auditory processing and word recognition; Part III. Lexical Semantics: 9. Morphology and the mental lexicon; 10. Semantic features and word meaning; 11. Lexical semantic disorders in aphasia; Part IV. Sentence Comprehension: 12. Sentence comprehension and syntactic parsing; 13. On-line processing, working memory and modularity; 14. Agrammatism and sentence comprehension in aphasia; Part V. Discourse: Language Comprehension in Context: 15. Discourse processing; 16. Breakdown of discourse (reference and coherence); 17. Summary and prospectus/ *
* What biological factors make human communication possible? How do we process and understand language? How does brain damage affect these mechanisms, and what can this tell us about how language is organized in the brain? The field of neurolinguistics seeks to answer these questions, which are crucial to linguistics, psychology and speech pathology alike. This textbook introduces the central topics in neurolinguistics: speech recognition, word and sentence structure, meaning, and discourse - in both 'normal' speakers and those with language disorders. *
Maassen, B. et al. ed.
Speech Motor Control
In Normal and Disordered Speech
Oxford U.P. 2007.9
476 pp. (P)
ISBN 0-19-852627-X
9,000円
Contents
Part I - Modelling of Speech Production. 1. Models of speech motor control: implications from recent developments in neurophysiological and neurobehavioural science / 2. A neural model of spech production and its application to studies of the role of auditory feedback in speech / 3. Dynamical systems theory and its application in speech / Part II - Neural Processes. 4. Functional brain imaging of motor aspects of speech production / 5. Recent developments in brain imaging research in stuttering / 6. Subcortical brain mechanisms in speech motor control / Part III - Speech Motor Development. 7. How do infants come to control the organs of speech / 8. Physiologic development of speech production / 9. Sensorimotor entrainment of respiratory and orofacial systems in humans / Part IV - Interface. 10. Interaction of motor and language factors in the development of speech production / 11. Linguistic processes and childhood stuttering / Part V - Motor Control in Disorders. 12. Motor control perspectives on motor speech disorders / 13. Searching for the weak link in the speech production chain of people who stutter: a motor skill approach / 14. Stuttering and internal models for sensorimotor control: a theoretical perspective to generate testable hypotheses / 15. The differential diagnosis of apraxia of speech / 16. The role of the syllable in disorders of spoken language production / *
Osborne, A. G. & Russo , C. J. ed.
Special Education and the Law 2nd ed.
A Guide for Practitioners
Sage Pub. 2006.6
304 pp.(P)
ISBN 1-4129-2623-8
5,500円
Contents
1. Special Education Law: An Introduction/ 2. Rights to a Free Appropriate Public Education/ 3. Related Services, Assistive Technology, and Transition Services/ 4. Due Process Procedures for Evaluation, Development of IEPs, and Placement/ 5. Student Discipline/ 6. Dispute Resolution/ 7. Remedies for Failure to Provide a Free Appropriate Public Education/ 8. Conflict Management: IDEA Compliance/ Resource A: Glossary/ Resource B: Department of Special Education Websites, by State/ Resource C: Useful Special Education Websites/ Resource D: Useful Education Law Websites/ Index/ *
Florian, L. ed.
The SAGE Handbook of Special Education
特殊教育ハンドブック
Sage Pub. 2006.12
608 pp.(H)
ISBN 1-4129-0728-4
15,300円
PART 1: HOW WE UNDERSTAND SPECIAL EDUCATIONAL NEEDS: 1.Introduction/ 2.A Social History of Disability/ 3.The Emergence of Special Education/ 4.Categories of Special Educational Need/ 5.Special Educational Needs: A Legal Right?/ 6.Forms of Provision and Models of Service Delivery/ 7.A Sociology of Special Education/ PART 2: THE PROMISE OF INCLUSIVE EDUCATION: 8.Effective Schools for All/9.Inclusion as a Strategy for Achieving Education for All/ 10.Inclusive Schooling as a Means and End of Education/ 11.Lifelong Learning and Disability/ 12.Innovations in Developing Countries/ PART 3: RESEARCH METHODS AND METHODOLOGY: 13.Review of Research Traditions in Special Education: Critical Issues and Current Trends/ 14.Critical Issues in Research on Special Educational Needs: Testing and Classification/ 15.Research on Teaching Learners with Special Educational Needs/ 16.Teacher Research and Special Educational Needs/ 17.Research Reviews: Meta-Analysis in Research on Meeting Special Educational Needs/ 18.Research with People with Disabilities/ 19.Research and Pupil Voice/ 20.Research by People with Disabilities/ PART 4: TEACHING STRATEGIES AND APPROACHES: 21.Theoretical Perspectives/ 22.Behavioural Views of Learning/ 23.Constructivist Views of Learning/ 24.Ecological Views of Learning/ 25.Sociocultural Views of Learning/ 26.Learning Without Limits/ 27.Curriculum and Assessment/ 28.Curriculum Considerations in Meeting Special Educational Needs/ 29.Curriculum-Based Assessment/ 30.Assessment Accommodations/ 31.Developments in Teacher Assessment: Theory and Practice Phases of Education/ 32.Teaching and Learning in the Early Years/ 33.Teaching and Learning in Primary//Elementary Education/ 34.Teaching and Learning in Secondary Education/ 35.Post-Secondary Education/ PART 5: EXEMPLARS: 36.Collaborative Teaching/ 37.Teaching Assistants/ 38.Technology and Special Educational Needs/ 39.Peer-Mediated Instruction/ 40.The Importance of Friendship/ PART 6: FUTURE DIRECTIONS FOR RESEARCH AND PRACTICE: 41.What Do Teachers Need to Know about Meeting Special Educational Needs?/ 42.Special Education and School Reform/ 43.Minorities and Special Education/ 44.Challenging Orthodoxy in Special Education/ 45.Future Directions in Human Services Policy/ 46.Conclusion: Learning From and With Each Other/ index/
* In recent years there has been increasingly vigorous debate about the nature and purpose of special education, and what might be considered the appropriate responses to pupils who experience difficulties in learning. The SAGE Handbook of Special Education brings together the most up to date knowledge of this area and will serve as the major source book of authoritative information and ideas about current and future directions for special education. It aims to examine the intricate relations between theory, research, and practice, and places a particular emphasis on international policies such as Education for All, and inclusive education as a strategy for achieving it. *
124-30 登録日 08.04.13
