For those undergraduate students with little or no prior knowledge of communication sciences and disorders, this introductory text shows students how disorders in hearing, speech, and language relate to the larger picture of effective and efficient communication. The text stresses the fundamental aspects of communication sciences and disorders as a discipline, giving students a picture of the professions from the outset. To aid students' learning and allow them to see and hear the human communication disorders they read about, an interactive CD-ROM is included. It provides a tour of an audiological sound booth, examples of hearing tests as they are being given, and short communications segments that demonstrate the types of communications disorders explained in the text. Each chapter is written by the experts in the field and includes key learning points and review questions to help the students fully grasp the material.

A compilation of recent articles discussing memory & language impairment & intervention, this book is intended to aid the clinician in managing communication difficulties that lie at the intersection of memory & language.Presenting a collection of theoretical & empirical readings that discuss the relationship between memory & language impairment, the book addresses memory & language issues relevant to children, adolescents & adults. Coverage includes sentence comprehension & capacity limitations in working memory, phonological awareness, memory retraining & facilitation, & functional treatment of memory impairment associated with brain industry & dementia. This book is a practical reference for clinicians & includes assessment & intervention information throughout.

This study examines the effects of in-service education on caring for preschool children with disabilities. Caregiving behaviors and self-perceptions of caregivers who did or did not receive training were evaluated. A 2-year, pretest/posttest, experimental-control group design was used to compare the effects of live and videotaped training conditions and no-training conditions. No significant difference was found in the performance of the two groups between year one, when there was live training, and year two, when they received videotaped training. There was no difference between the groups in caregiving behaviors that would promote physical development, but there was significant difference in caregiving behavior for promoting communication development, cognitive development, social/emotional development, and literacy. Compared to those who received no training, caregivers who received either live or videotaped training were more confident about their knowledge and abilities when the training project was over. In general, this study found that training resulted in significant changes in caregiving behaviors and self-ratings regardless of whether caregivers had live or videotaped training, by either a multidisciplinary team of experienced professionals or by graduate students. Results suggest that a single professional can be as effective as a multidisciplinary professional team when training combines multimedia presentations with on-site visits. (Contains 30 references.) (As).