Aphasia and Other Acquired Neurogenic Language Disorders

Brooke Hallowell, PhD, CCC-SLP, brings to this book over 30 years of clinical, research, teaching, and advocacy experience to support adults with acquired neurogenic communication challenges. She serves on boards and committees of several national and international organizations, including Aphasia Access, the National Aphasia Association, the Academy of Neurologic Communication Disorders and Sciences, and the American Speech-Language-Hearing Association (ASHA). She is a founding representative of the Global Rehabilitation Alliance (GRA), an affiliate of the World Health Organization (WHO) in Geneva, Switzerland, and serves on the GRA's advocacy committee. She is an active consultant to the WHO on guidance regarding rehabilitation related to COVID-19, and she chairs ASHA's committee on ethics in global engagement. She is also an editorial board member and reviewer for many scholarly journals and granting agencies.

What Is Special About This Book
Acknowledgements
About the Author

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 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

Neurotypical People

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?
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 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 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 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 and 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

Chapter 8. Neuroimaging and Other Neurodiagnostic Instrumentation
What Are the Most Relevant Neuroimaging Techniques for Aphasiologists to Know About?

Computerized Axial Tomography (CAT or CT)

Magnetic Resonance Imaging (MRI)

Single Photo Emission Computerized 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 Neuroanatomic 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 Impairment
What Is Right Hemisphere Syndrome?
How Does 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. Primary Progressive Aphasia and Cognitive-Communicative Disorders in 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

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 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

Neurotypical People

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?
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 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 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 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 and 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

Chapter 8. Neuroimaging and Other Neurodiagnostic Instrumentation
What Are the Most Relevant Neuroimaging Techniques for Aphasiologists to Know About?

Computerized Axial Tomography (CAT or CT)

Magnetic Resonance Imaging (MRI)

Single Photo Emission Computerized 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 Neuroanatomic 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 Impairment
What Is Right Hemisphere Syndrome?
How Does 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. Primary Progressive Aphasia and Cognitive-Communicative Disorders in 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

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 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

Neurotypical People

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?
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 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 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 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 and 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

Chapter 8. Neuroimaging and Other Neurodiagnostic Instrumentation
What Are the Most Relevant Neuroimaging Techniques for Aphasiologists to Know About?

Computerized Axial Tomography (CAT or CT)

Magnetic Resonance Imaging (MRI)

Single Photo Emission Computerized 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 Neuroanatomic 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 Impairment
What Is Right Hemisphere Syndrome?
How Does 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. Primary Progressive Aphasia and Cognitive-Communicative Disorders in 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

Creutzfelt-Jacob 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 Daycare 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 Reimbursement 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. Psychometric Aspects 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?

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 and 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 (LPPA)

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?

AAC

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 Mind-Set?
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?
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 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 Approaches to Treatment

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 (CDP)?

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 (BDB)?

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 Overall Expressive Language.
What Is Constraint-Induced Language Therapy (CILT)?
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 (MIT)?
On What Principles Is MIT Based?
How Is MIT Implemented?
What Is the Status of MIT in Terms of Evidence-Based Practice?
What Is Voluntary Control of Involuntary Utterances (VCIU)?
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 (RET)?
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 (TAP)?
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 (SFA)?
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 (PCA)?
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 (VNeST)?
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 (VAC)?
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 (TUF)?
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 (SPPA)?
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