Aphasia and other acquired neurogenic language disorders : a guide for clinical excellence

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
			Transcortical Sensory Aphasia
			Transcortical Motor Aphasia
			Mixed Transcortical Aphasia
		What Is Primary Progressive Aphasia?
		What Other Syndromes of Aphasia Are There, and What Are Their Characteristics?
			Crossed Aphasia
			Subcortical Aphasia
			Anomic Aphasia
		How Might Dyslexia and Dysgraphia Be Conceptualized as Symptoms Versus Syndromes?
		What Are Limitations of Classification Systems Based on Relating Function to Neuroanatomical Structure?
		Learning and Reflection Activities
	Chapter 11. Cognitive-Communicative Challenges Associated With Traumatic Brain Injury
		Why Is It Hard to Generalize About TBI Survivors?
		What Communication Symptoms Are Likely to Be Experienced by TBI Survivors
		What Are Special Challenges for War- and Terrorism-Related TBI Survivors?
		What Are Special Considerations for Clinicians Working With TBI Survivors?
			Scope of Practice
			Interdisciplinary Collaboration
			Assessment Challenges
		What Are Special Challenges Faced by TBI Survivors in Health Care Contexts?
		What Special Economic Considerations Affect Clinical Work With TBI Survivors?
		Learning and Reflection Activities
	Chapter 12. Cognitive-Communicative Disorders Associated With Right Hemisphere Syndrome
		What Is Right Hemisphere Syndrome?
		How May RHS Affect Communication and Life Participation?
			Conversation, Discourse, Pragmatics
			Combined Receptive and Expressive Challenges
			Receptive Challenges
			Expressive Challenges
			Attention Deficits
			Memory Challenges
			Executive Function Challenges
			Visual-Perceptual Impairments
			Auditory-Perceptual Impairments
			Reading and Writing Impairments
		What Are Special Challenges That SLPs Face in Serving People With RHS?
			Underdiagnosis and Lack of Awareness of RHS
			Symptom Classification
			Identifying Neurological Structure-Function Relationships
			Characterizing What Is Normal
		What Are Special Challenges Faced by People With RHS in Health Care Contexts?
		Learning and Reflection Activities
	Chapter 13. Cognitive-Communicative Disorders in Primary Progressive Aphasia and Dementia
		What Neurodegenerative Conditions Most Commonly Affect Cognitive-Linguistic Abilities?
		What Are General Types of Cognitive-Communicative Impairments in People With MCI and Dementia?
		What Communication Challenges Are Typically Associated With MCI and Dementia?
		What Symptoms Are Associated With Common Forms of Dementia?
			Alzheimer’s Disease
			Vascular Dementia
			Dementia With Lewy Bodies (DLB)
			Parkinson’s-Associated Dementia
			Frontotemporal Dementia (FTD)
			Huntington’s Disease
			Korsakoff ’s Syndrome
			Creutzfeldt-Jakob Disease
			AIDS Dementia Complex
		What Are Symptoms of the Primary Forms of PPA?
		Is There Such a Thing as “Reversible” Dementia?
		What Are Implications of an Incorrect Diagnosis of Dementia?
		What Is the Role of the SLP in Working With People Who Have PPA and Dementia?
		Learning and Reflection Activities
Section IV. Delivering Excellent Services
	Chapter 14. Contexts for Providing Excellent Services
		What Do SLPs Who Specialize in Neurogenic Communication Disorders Do?
			Clinical Intervention (Screening, Assessment, Treatment, Counseling, Educating)
			Interprofessional Collaboration and Interdisciplinary Learning
			Advocacy
			Marketing, Negotiating Contracts, Billing, Recordkeeping, Documentation, Scheduling and Coordinating Care, Quality Assurance, and Fundraising
			Leadership and Management
			Research
			Teaching and Mentoring
		In What Types of Settings Do We Provide Clinical Services?
			Hospitals
			Rehabilitation Centers
			Health Maintenance Organizations
			Skilled Nursing and Long-Term Care Facilities
			Continuing Care Retirement Communities (CCRCs)
			Home Health Agencies
			Private Practice and Not-for-Profit Clinics
			University-Based Clinics
			Adult Day Care Centers
			Aphasia Centers
			Hospice
		In What Ways May Services Be Provided at a Distance?
		With What Types of Teams Do Clinical Aphasiologists Engage?
		How Do SLPs Get Paid?
		Where Does the Money Come From to Pay for SLP Services?
			Government-Sponsored Programs
			Health Insurance
			Private Pay
			Mixed Funding Options
			Philanthropic Donations
		How Do Service-Providing Agencies Get Paid?
		What Makes Services Provided by SLPs Reimbursable?
			Effective Documentation Meeting All Requirements for Reimbursement
			A Physician’s Order
			Preauthorization for Services by the Third-Party Payer
			Evidence That the Services Are Actually Covered by the Plan
			Evidence of the Need for Skilled Services
			Confirmation That the Methods Used Are Evidence Based
			Documentation of the Life-Affecting Nature of Services
			Evidence of Treatment Progress
			Good Relationships With Decision Makers at Third-Party Payer Agencies
		What Are the Primary Reasons for Which Reimbursements for SLP Services Are Denied?
		What Do We Do if We Are Denied Reimbursement for Our Services?
		How Do Health Care Finance and Cost-Control Systems Affect Clinical Services?
		What Are the Impacts of Health Care Cost Cutting and Cost Control on Services for People With Neurogenic Communication Challenges?
		Learning and Reflection Activities
	Chapter 15. Engaging Proactively in Advocacy and Legal and Ethical Concerns
		How May Clinicians and the People We Serve Promote Access to SLP Services and Communication Support?
			Enhance Awareness of Communication as a Human Right
			Raise Awareness About Neurogenic Communication Challenges and Ways to Support People and Loved Ones Coping With Them
			Help Educate Professionals in Health Care Contexts
			Encourage Referrals
			Advocate for Reduced Medicalization of Communication Disabilities
			Promote Community-Based Approaches
			Expand Knowledge Translation
		How Are Human Rights, Morality, Ethics, and Law Relevant to Advocacy for People With Acquired Neurogenic Disorders of Language and Cognition?
		What Is the Role of the SLP in Supporting the Rights of Individuals With Aphasia and Related Disorders?
		How Do SLPs Engage in Decisions Regarding Competence and Decision-Making?
		How Might Financial Conflicts of Interest Affect the Practice of Clinical Aphasiologists?
		Learning and Reflection Activities
	Chapter 16. Clinical Aphasiology Around the World
		What Global Trends Are Affecting the Incidence and Prevalence of Neurogenic Communication Disorders?
			A Rapidly Expanding Aging Population
			Ongoing Demographic Shifts
			Increasing and Disproportionate Incidence and Prevalence of Conditions That Cause Neurogenic Communication Disorders
			Health Care and Prevention Infrastructure Challenges
			Global Health Priorities Undermining Essential Values
		What Are Important Priorities for Global Capacity Building to Serve People With Acquired Neurogenic Communication Disorders?
			Build Culturally Contextualized Academic and Clinical Programs
			Expand Life Participation Approaches
			Attend to Cultural Aspects of Health, Aging, and Disability That May Affect Receptivity to Services
		What Are Key Challenges to Enhancing Global Engagement in Acquired Neurogenic Communication Disorders?
		What Are Important Ethical Considerations for Aphasiologists Engaging in Transnational Work?
		Learning and Reflection Activities
Section V. Strategic and Meaningful Assessment
	Chapter 17. Best Practices in Assessment
		Where and When Does Assessment Happen?
			Assessment Happens Throughout Intervention
			Treatment Begins the Moment Assessment Starts
		What Are the Purposes of Assessment?
		What Aspects of Assessment Are Truly Relevant to Actual Clinical Practice?
		What Are the Best Practices in Assessment of Acquired Neurogenic Language Disorders?
			Do Not Underestimate How Impactful Your Role Is
			Focus on the Person
			Keep the Person at the Center of the Process
			Focus on Life Participation Goals From the Start
			Focus on Strengths
			Have a Clear Purpose
			Ensure the Best Possible Assessment Conditions
			Be Strategic in Setting the Location
			Be Strategic About Timing
			Include Others in the Process
			Be Mindful of Multiple Perspectives on Real-Life Impacts of Communication Disability
			Speak Directly to the Person
			Collaborate
			Appreciate That Experts, Not Tests, Are What Determine Diagnoses
			Attend to Cultural and Linguistic Differences
		Learning and Reflection Activities
	Chapter 18. Psychometrics of Assessment and Components of Assessment Processes
		What Psychometric Properties Should Be Addressed in Assessment Processes?
		What Are Potentially Confounding Factors?
			Factors Related to Concomitant Challenges to Health and Well-Being
			Test Design Factors
			Assessment Context Factors
			Interpersonal Factors
		What Is Entailed in Screening for Acquired Neurogenic Language Disorders?
		What Are the Typical Components of a Comprehensive Assessment Process?
		What Information Is Pertinent to Collect During the Case History?
		Learning and Reflection Activities
	Chapter 19. Problem-Solving Approaches to Differential Diagnosis and Confounding Factors
		How Are Potentially Confounding Factors Relevant to Differential Diagnosis?
		What Are Important Potentially Confounding Factors in Language Assessment,and How Do We Address Them?
			Age
			Intelligence, Literacy, and Education
			Visual Problems
			Hearing Problems
			Motor Challenges
			Reading Problems
			Dysgraphia and Other Writing Deficits
			Problems of Awareness and Arousal
			Attention Problems
			Lack of Awareness of Deficits
			Executive Function Deficits
			Pragmatic Deficits
			Memory Problems
			Other Concomitant Cognitive and Linguistic Deficits
			Depression and Other Mood Disorders
			Anxiety
			Emotional Lability
			Other Challenges to Health and Well-Being
		How Does a Process Analysis Approach to Assessment Help Address Potentially Confounding Factors?
		Learning and Reflection Activities
	Chapter 20. Tests, Scales, and Screening Instruments
		What Are the Most Important Factors in Selecting an Assessment Instrument?
			What Is the Reason for Your Assessment?
			Who, Specifically, Is Being Assessed?
			Does It Provide an Appropriate Index of the Constructs You Wish to Assess?
			Does the Tool Allow for Alternative Response Modes in Cases Where Clients May Have Trouble With Traditional Response Modes?
			Might Instructions and Tasks Involved Confound Results?
			What Is the Quality of a Given Tool?
			Is It Up to Date and Appropriate in Terms of Content?
			Does the Tool Complement Your Own Preferences and Preferred Theoretical Frameworks?
			How Practical Is the Tool Under Consideration?
			Do Others on Your Rehabilitation Team Understand the Results You Report and Your Interpretation of Them?
		What Are the Most Important Factors in Evaluating Assessment Instruments?
		What Assessment Tools Are Available?
		Learning and Reflection Activities
	Chapter 21. Discourse and Conversation as Vital Aspects of Assessment
		What Is Discourse?
		What Are General Categories, Types, or Genres of Discourse?
		What Is Conversational or Discourse Analysis?
		Why Is Discourse Sampling and Analysis Important?
			Discourse, Especially the Social Use of Language, Is Highly Relevant to Every Type of Acquired Neurogenic Disorder
			Discourse Analysis Helps Determine Strengths and Weaknesses Not Evident Through Other Forms of Assessment
			Discourse Analysis May Yield Critical Information for Differential Diagnosis
			Discourse Analysis Is Vital to Treatment Planning
			Discourse Analysis Is an Essential Aspect of Research
		What Are Key Strategies for Sampling Discourse?
		What Are Key Measures for Indexing Discourse Competence?
		What Are Best Practices in Interpreting Discourse Analysis Results?
		What Challenges Do Aphasiologists Face in Applying Discourse Analysis in Clinical Practice and Research?
			Time
			Training and Mentorship
			Equipment and Software
			Clear Communication and Perceived Relevance
			Replicability and Variability in the Evidence Base
		How May Aphasiologists Confront Challenges in Applying Discourse Analysis in Clinical Practice and Research?
		Learning and Reflection Activities
	Chapter 22. Documenting Assessment Results and Considering Prognosis
		What Are Best Practices in Sharing Assessment Results With Adults Who Have Acquired Cognitive-Linguistic Disorders and the People Who Care About Them?
		How Do We Best Make Judgments About Prognosis?
		What Are Best Practices for Reporting Assessment Results in Writing?
		What Information Is Typically Included in Assessment Reports?
		What Abbreviations Are Commonly Used in Clinical Reporting?
		Learning and Reflection Activities
Section VI. Theories and Best Practices in Intervention
	Chapter 23. Best Practices in Intervention
		What Are the Best Practices in the Treatment of Neurogenic Language Disorders?
			Embrace Communication as a Human Right
			Recognize Assessment as an Ongoing Intervention Process
			Be Person Centered
			Include Family Members, Caregivers, and Others Whose Roles Are Relevant
			Have a Clear Sense of Purpose and Goals
			Engage Communication Partners Outside of the Client’s Immediate Circle of Friends and Family
			Embrace Cultural and Linguistic Differences
			Encourage Self-Coaching
			Consider Optimal Timing
			Consider Optimal Locations and Conditions
			Focus on Functional Communication
			Engage the Person Actively and Meaningfully in Goal Setting
			Focus on Relevant Material
			Focus on Strengths
			Be an Interprofessional Team Player
			Integrate Evidence-Based Practice With Practice-Based Evidence
			Blend Art With Science
			Encourage Aphasia-Friendly Communication
			Attend to Behavioral Challenges That Impede Successful Interactions
		What Does the Excellent Clinical Aphasiologist Know About Evidence-Based Practice?
		Where Can We Find Pertinent Information to Support Evidence-Based Practice?
		How Does the Excellent Clinician Integrate Evidence-Based Practice With Practice-Based Evidence?
		How May Excellent Clinicians Support Knowledge Translation Through Implementation and Systems Science?
		Learning and Reflection Activities
	Chapter 24. Treatment Theories and Types of Treatment to Enhance Language and Cognition Across All People With Neurogenic Communication Challenges
		What Are the Purposes of Treatment Methods?
		What Are the Mechanisms of Recovery After Stroke and Brain Injury?
		How May Behavioral Treatment Facilitate Brain Recovery?
		How May Pharmacological Agents Facilitate Brain Changes?
		How May Brain Stimulation Facilitate Brain Changes?
		What Other Types of Intervention May Facilitate Brain Changes?
		Can We Differentiate Spontaneous Recovery From Progress Made Through Treatment?
		What Are the Optimal Times During Recovery to Initiate Treatment?
		What Is the Optimal Focus of Initial Treatment Soon After a Stroke or Brain Injury?
			Focus on Communication Needs
			Counsel and Share Information
			Promote Rest
			Consider the Balance of Compensatory With Restitutive Approaches
			Consider Pros and Cons of Focusing on Attention
		What Is the Optimal Intensity and Duration of Treatment?
		What Is the Best Level of Complexity for Treatment Foci?
		What Other Treatment Parameters Are Important to Consider?
		How Might Intervention in Neurodegenerative Conditions Slow Cognitive-Linguistic Decline?
		What Is the Best Time to Initiate Treatment With People Who Have Neurodegenerative Conditions?
		Learning and Reflection Activities
Section VII. General Approaches to Treatment
	Chapter 25. General Approaches for Enhancing Cognitive-Linguistic Abilities in Traumatic Brain Injury, Stroke Survivors, and People With Primary Progressive Aphasia and Dementia
		What Is Treatment Fidelity, and How Is It Relevant to Clinical Aphasiology?
		What General Social and Life Participation Approaches Are Applicable to Treatment?
			Life Participation Approach to Aphasia
			Supported Communication
		What General Treatment Methods Fit Within Social and Life Participation Models?
			Total Communication Approaches
			Partner and Caregiver Training
			Reciprocal Scaffolding
			Workplace Immersion Programs
			Aphasia Mentoring Programs
			Toastmaster Programs
			Humor as Therapy
			Online Games
			Other Socially Focused Programs
		What General Cognitive Neuropsychological Approaches Are Applicable to Treatment?
		What Is Cognitive Rehabilitation?
		What Is the Stimulation-Facilitation Approach?
		How May Group Treatment Be Implemented, and How Can It Help People With Aphasia and Related Disorders?
		How May AAC, Apps, and Software Be Used to Support Communication and Aid in Treatment?
			Alternative and Augmentative Communications
		What Are Intensive and Residential Aphasia Programs, and How Can They Help People With Aphasia and Related Disorders?
		Learning and Reflection Activities
	Chapter 26. Facilitating Communication in People With Primary Progressive Aphasia and Dementia
		What Are Special Service Delivery Challenges for Serving People With PPA and Dementia?
		How Is Working With People Who Have PPA and Dementia Recognized as a Component of the SLP’s Scope of Practice?
		What SLP Services for People With Dementia Are Reimbursable?
		What Types of Direct Treatment May Help People With PPA and Dementia?
		What Are Important Approaches for Caregiver Coaching, Training, and Support?
		What Are Memory Books and Memory Wallets, and How Are They Implemented?
		What Is Spaced Retrieval Training, and How Is It Implemented?
		What Is the FOCUSED Program, and How Is It Implemented?
		What Are Montessori Approaches to Dementia Management?
		What Are Additional Forms of Programming to Support People With PPA and Dementia?
		In What Other Ways May Clinical Aphasiologists Professionally Support the Communication Needs of People With PPA and Dementia and the People Who Care About Them?
		Learning and Reflection Activities
	Chapter 27. Counseling and Life Coaching
		How Might an SLP Become an Effective Counselor and Coach?
		Is the SLP Working With Adults to Be a Counselor, Life Coach, or Both?
		What Are Important Considerations Related to Counseling and Scope of Practice?
		How Might a Speech-Language Clinician Adopt a Counseling Mindset?
		How Does a Clinician Listen and Respond Empathetically and Compassionately?
		How Do We Promote a Positive Outlook Without Conveying a Pollyanna Attitude?
		How Might Multicultural Differences Affect Counseling and Coaching?
		How Might Counseling Moments Be Influenced by the Time Course of Recovery and Intervention?
			Counseling Following a Traumatic Change
			Counseling at the Start of Intervention
			Counseling Related to Assessment Results and Sharing Prognosis
			Counseling During Treatment
			Counseling at Discharge
		How May Coaching Enhance Self-Advocacy?
		What Are Best Practices in Responding to Seemingly Misguided Statements?
		What Are Effective Ways to Address Emotional Lability During Clinical Interactions?
		What Is the Role of the SLP in Addressing Depression in People With Neurogenic Communication Disorders?
		How Can Communication Counseling Enhance End-of-Life Care?
		What Are Ways in Which Opportunities for Counseling Can Be Missed?
		How Might Some Aspects of Life Improve After Onset of an Acquired Neurogenic Communication Disorder?
		How May People With Acquired Communication Challenges Support One Another?
		What Are Some Helpful Information-Sharing Strategies and Resources?
		Learning and Reflection Activities
	Chapter 28. Complementary and Integrative Approaches
		What Are Complementary and Integrative Approaches to Wellness?
		How Are Complementary and Integrative Approaches Relevant to Neurogenic Disorders of Language and Cognition?
		Why Is It Important for Clinical Aphasiologists to Learn About Complementary and Integrative Approaches?
		How Are Mind-Body Practices Relevant to People With Cognitive-Linguistic Challenges?
		How Might Hypnosis and Visualization Be Relevant to People With Neurogenic Communication Disorders?
		What Are the Potential Roles of Religion and Spirituality in Acquired Neurogenic Communication Disorders?
		How Might Natural Product Use Be Relevant to People With Cognitive-Linguistic Challenges?
		Why Are Complementary and Integrative Approaches Increasing in Popularity?
			Frustration With Current Options
			Increasing Awareness
			Expanded Funding
			Increasing Evidence
			Aggressive Marketing
		What Is the Status of the Evidence Base Supporting Alternative Approaches to Improving Cognitive-Communicative Abilities?
		How Might SLPs Support People Considering Complementary and Alternative Approaches to Cognitive-Communicative Wellness?
			Stay Within Your Scope of Practice
			Engage Only in Methods You Are Trained in and Competent to Carry Out
			Emphasize Complementary Over Alternative Approaches to Direct Intervention for Communication and Cognition
			Keep an Open, Nonjudgmental Attitude and Appreciate Multicultural Differences
			Encourage Caution When Counseling People Considering Alternative and Complementary Approaches
		Learning and Reflection Activities
Section VIII. Specific Treatment Approaches
	Chapter 29. Specific Approaches for Promoting Compensatory Communication Strategies
		What Is Promoting Aphasics’ Communicative Effectiveness (PACE)?
		On What Principles Is PACE Treatment Based?
		How Is PACE Treatment Implemented?
		What Is the Status of PACE in Terms of Evidence-Based Practice?
		What Is the Communicative Drawing Program?
		On What Principles Is CDP Based?
		How Is CDP Implemented?
		What Is the Status of the CDP in Terms of Evidence-Based Practice?
		What Is Back to the Drawing Board?
		On What Principles Is BDB Treatment Based?
		How Is BDB Implemented?
		What Is the Status of BDB in Terms of Evidence-Based Practice?
		What Is Visual Action Therapy?
		On What Principles Is VAT Treatment Based?
		How Is VAT Implemented?
		What Is the Status of VAT in Terms of Evidence-Based Practice?
		Learning and Reflection Activities
	Chapter 30. Specific Approaches for Enhancing Expressive Language
		What Is Constraint-Induced Language Therapy?
		On What Principles Is CILT Based?
		How Is CILT Implemented?
		What Is the Status of CILT in Terms of Evidence-Based Practice?
		What Is Script Training?
		On What Principles Is Script Training Based?
		How Is Script Training Implemented?
		What Is the Status of Script Training in Terms of Evidence-Based Practice?
		What Is Melodic Intonation Therapy?
		On What Principles Is MIT Based?
		How Is MIT Implemented?
			Level I
			Level II
			Level III
			Level IV
		What Is the Status of MIT in Terms of Evidence-Based Practice?
		What Is Voluntary Control of Involuntary Utterances?
		On What Principles Is VCIU Treatment Based?
		How Is VCIU Implemented?
		What Is the Status of VCIU in Terms of Evidence-Based Practice?
		What Is Response Elaboration Training?
		On What Principles Is RET Based?
		How Is RET Implemented?
		What Is the Status of RET in Terms of Evidence-Based Practice?
		What Is Treatment for Aphasic Perseveration?
		On What Principles Is TAP Based?
		How Is TAP Implemented?
		What Is the Status of TAP in Terms of Evidence-Based Practice?
		Learning and Reflection Activities
	Chapter 31. Specific Approaches for Improving Word Finding and Lexical Processing
		What Are Cueing Hierarchies for the Treatment of Anomia?
		On What Principles Are Cueing Hierarchies for the Treatment of Anomia Based?
		How Is Cueing Hierarchy Treatment Implemented?
		What Is the Status of Cueing Hierarchies for the Treatment of Anomia in Terms of Evidence-Based Practice?
		What Is Semantic Feature Analysis?
		On What Principles Is SFA Treatment Based?
		How Is SFA Treatment Implemented?
			Baseline Phase and Target Selection
			Semantic Feature Analysis Chart Method
			Graphic Organizer Method
		What Is the Status of SFA in Terms of Evidence-Based Practice?
		What Is Phonological Components Analysis?
		On What Principles Is PCA Treatment Based?
		How Is PCA Treatment Implemented?
		What Is the Status of PCA in Terms of Evidence-Based Practice?
		What Is Verb Network Strengthening Treatment?
		On What Principles Is VNeST Based?
		How Is VNeST Implemented?
			Baseline
			Stimulus Selection and Creation
			Generation of Agent-Patient Pairs
			Wh- Questions About Agent-Patient Pairs
			Semantic Judgments
			Generation of Agent-Patient Pairs Again
		What Is the Status of VNeST in Terms of Evidence-Based Practice?
		What Is Verb as Core?
		On What Principles Is VAC Treatment Based?
		How Is VAC Treatment Implemented?
		What Is the Status of VAC in Terms of Evidence-Based Practice?
		Learning and Reflection Activities
	Chapter 32. Specific Approaches for Improving Syntax
		What Is Treatment of Underlying Forms?
		On What Principles Is TUF Based?
		How Is TUF Implemented?
			Ensuring Metalinguistic Awareness
			Creating Noncanonical Sentences
			Thematic Role Training
			Practice
		What Is the Status of TUF in Terms of Evidence-Based Practice?
		What Is Mapping Therapy?
		On What Principles Is Mapping Therapy Based?
		How Is Mapping Therapy Implemented?
		What Is the Status of Mapping Therapy in Terms of Evidence-Based Practice?
		What Is the Sentence Production Program for Aphasia?
		On What Principles Is SPPA Treatment Based?
		How Is SPPA Implemented?
		What Is the Status of SPPA and HELPSS in Terms of Evidence-Based Practice?
		Learning and Reflection Activities
	Chapter 33. Specific Approaches for Improving Reading and Writing
		What Are Basic Principles That Underlie Most Writing- and Reading-Focused Programs for People With Aphasia?
		What Is Copy and Recall Treatment?
		On What Principles Is CART Based?
		How Is CART Implemented?
		What Is the Status of CART in Terms of Evidence-Based Practice?
		What Is Anagram and Copy Treatment?
		On What Principle Is ACT Based?
		How Is ACT Implemented?
		What Is the Status of ACT in Terms of Evidence-Based Practice?
		What Is the Problem-Solving Approach?
		On What Principles Is the Problem-Solving Approach Based?
		How Is the Problem-Solving Approach Implemented?
		What Is the Status of the Problem-Solving Approach in Terms of Evidence-Based Practice?
		What Is Multiple Oral Rereading?
		On What Principles Is MOR Treatment Based?
		How Is MOR Implemented?
		What Is the Status of MOR in Terms of Evidence-Based Practice?
		What Is Oral Reading for Language in Aphasia?
		On What Principles Is ORLA Treatment Based?
		How Is ORLA Treatment Implemented?
		What Is the Status of ORLA in Terms of Evidence-Based Practice?
		Learning and Reflection Activities
Epilogue
Glossary
References
Index