33.1511, Review: Applied Linguistics; Cognitive Science: Damico, Müller, Ball (2021)

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Subject: 33.1511, Review: Applied Linguistics; Cognitive Science: Damico, Müller, Ball (2021)

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Date: Thu, 28 Apr 2022 19:50:41
From: Pamela Villar González [pamela.villar.gonzalez at psych.uw.edu.pl]
Subject: The Handbook of Language and Speech Disorders, 2nd Edition

 
Discuss this message:
http://linguistlist.org/pubs/reviews/get-review.cfm?subid=36759557


Book announced at http://linguistlist.org/issues/32/32-2185.html

EDITOR: Jack S. Damico
EDITOR: Nicole  Müller
EDITOR: Martin J. Ball
TITLE: The Handbook of Language and Speech Disorders, 2nd Edition
SERIES TITLE: Blackwell Handbooks in Linguistics
PUBLISHER: Wiley
YEAR: 2021

REVIEWER: Pamela Villar González

SUMMARY

The Handbook of Language and Speech Disorders reviewed here is the second
edition of the volume. It was published by Wiley and it is part of the series
Blackwell Handbooks in Linguistics. In this new 2021 edition, edited by Jack
S. Damico, Nicole Müller, and Martin J. Ball, some chapters have been
refocused and others present new materials. In some of the chapters, the
possible effects of the current pandemic (COVID-19) are even mentioned.

After a List of Figures and a Notes on Contributors section, a general
Introduction chapter written by the volume editors is presented.

>From here, the information is organized into four different parts or sections,
each with a different number of subsections. The divisions have been inherited
from the previous volume. Part I contains six different chapters about
Foundations, that is to say, the basic theory. Part II presents eight chapters
about Language Disorders. Part III contains eight chapters about Speech
Disorders. Part IV, with four chapters about Cognitive and Intellectual
Disorders, is about disorders that do not rely on language and/or speech
directly but where these areas are affected.

Every chapter presents an introduction to the topic being addressed and, after
the different sections developing the core information, a conclusion section
summarizes the contents of the chapter.

After the different content sections, an Author Index and a Subject Index
complete the book making it easier to access information.

The first part of the Handbook fixes the foundations of the book. With broad
theoretical and basic information, the following chapters are presented:

1. Labeling as a Sociocultural Process in Communicative Disorders, by Jack S.
Damico, Nicole Müller, and Martin J. Ball.

In this chapter, the concept and consequences of labeling are presented and
discussed. The importance of focusing less on “labels” as something static is
stressed, as is the focus on sociocultural context in improving the lives of
the patients. To adapt the intervention to maximize benefits, a change in the
mindset of the professionals is necessary in order to take into account the
positive aspects, not just the negative ones, and the personal circumstances
of the patient.

2. Diversity Considerations in Speech and Language Disorders: A Focus on
Training, by
Elena Babatsouli. This chapter presents some key points to take into account
about diversity to make the Speech and Language practice more inclusive.
Diversity is a complex term, and this chapter is written from a language (i.e.
multilingual) and cultural perspective among others, such as sociology,
ethnography, and communication.

3. Hearing Loss and Cochlear Implants, by David Jackson Morris and Daan Van de
Velde. 
This chapter presents an overview of the state of the art and the immediate
future of hearing loss, from partial and “normal” to pathological hearing
loss. It also addresses concomitant problems related to this hearing loss. It
goes through facts and differences among individuals with cochlear implants,
based for example on individual variation and the age of starting with the
implant. The loss of information provided by prosody, among other factors, is
taken into account as well, and the promising nature of musical training for
these patients is discussed.

4. Intelligibility Impairment, by Katherine C. Hustad and Stephanie A. Borrie.
Starting from the importance of individual differences, both in the speaker
and in the listener, this chapter addresses the topic of intelligibility. The
study and assessment of intelligibility vary across the lifespan, making it
essential to understand the underlying process, the role of both agents in the
communication process, and of course the communicative environment.
Furthermore, the measurement of intelligibility should be understood as an
estimation. The authors highlight the importance of identifying more variables
and doing studies with more samples and in the most naturalistic context
possible, that is to say, in coordinated communication.

5. Genetic Syndromes and Communication Disorders, by Vesna Stojanovik. In this
chapter, two genetic syndromes are studied: Williams Syndrome and Down
Syndrome. The author insists on the importance of comparative studies among
syndromes, with bigger samples to extract more general conclusions. She also
highlights the importance of more homogeneity in the study of language
acquisition through longitudinal studies, a field that has been growing lately
but where there are still many unresolved questions. 

6. Principles of Assessment and Intervention, by Bonnie Brinton, Martin
Fujiki, and Robert Brinton Fujiki. This chapter insists on the importance of
clinical intervention for the life of the patients. The social context
(community, school, home, etc.) should be taken into account for the correct
assessment and intervention. The importance of the correct assessment to drive
a better intervention is paramount, as are other factors such as having in
mind the final point, but starting from the more important goals creates a
good connection and inspires trust. Despite the lack of time or amount of
work, every patient should be treated thoroughly and the importance of the
treatment and its impact on the life of the person should be remembered.

Next, Part II explores Language Disorders:

7. Autism Spectrum Disorders, by Patricia A. Prelock. This chapter summarizes
the current state of diagnosis, challenges in the diagnosis process, and ways
of assessing the strengths and challenges of people diagnosed with ASD.

8. Language Acquisition and Language Delay, by Paul Fletcher. The importance
of qualitative assessment of individuals and quantitative data are essential
to understand better the process of language acquisition and to target the
language delay. The chapter points out that vocabulary is not the only
emerging problem, but rather other parts of language such as grammar are
involved and should be identified and treated.

9. Developmental Language Disorder, by Sandra L. Gillam, Sarai Holbrook, and
Alan G. Kamhi. The Developmental Language Disorder is targeted systematically,
taking into account that a lack of diagnosis and/or lack of intervention can
lead to communication problems that may continue during adolescence and even
the rest of the life of the patient. The importance of early intervention is
crucial and, according to the authors, the clarification of the causes of this
disorder will not provide much importance for the treatment and its outcome as
in other disorders.

10. Pragmatic Impairment, by Louise Cummings. A key factor in the correct
understanding of utterances is the understanding of the intentions of the
speaker. The speaker’s mental state plays an important role here and should be
included in the intervention.

11. Learning Disabilities, by Christine Brennan. According to the author,
learning disabilities (LD) are not cured with age and, without treatment,
adults will present academic and social problems throughout their lives. More
research is needed, both on the development of new treatments and their
evaluation. The intervention should include an adaptation to the curriculum
during the learning process and a possible adaptation of the working tasks.
Some LD causes or reasons mentioned are: Reading Disabilities, Speech and
Language Disorders, Dyscalculia, and ADHD.

12. Literacy and Literacy Impairments, by Holly Damico, Jack S. Damico, and
Ryan Nelson. Our concept of learning orients the intervention and therapies
related to Literacy Impairments. It is not enough to focus on the research lab
and/or the classroom. Literacy as part of culture and social life should be
taken into consideration to adapt and give better support to the clients.

13. Language and Literacy in the Context of Early Life Adversity, by Pamela
Snow, Suze Leitão, and Natalie Kippin. Early experiences present long-term
implications for language. The correct assessment and intervention in
vulnerable populations are crucial for providing them with assistance and the
possibility of developing social and interpersonal skills.

14. Aphasia, by Chris Code. The definition and implications of aphasia are
studied in this chapter. Recovery and treatments are addressed, with the
promise of better rehabilitation outcomes given a deeper understanding of the
mechanisms underlying aphasia. Apart from the patients, the people involved in
communication with aphasic people (from family members to society in general)
should learn about some key factors in order to make communication easier and
more effective.

Part III Speech Disorders

15. Children with Speech Sound Disorders, by Susan Rvachew. Speech Sound
Disorders are difficult to organize into subtypes. However, this is a key
factor to provide specialized treatment, which will maximize the outcomes of
the intervention.

16. Dysarthria, by Ingo Hertrich, Hermann Ackermann, and Wolfram Ziegler.
Dysarthria appears in different conditions and with different processes
underlying it. Neurological diagnoses do not provide enough information for
the best treatment. Every intervention should be adapted to the individual
level. Furthermore, more work is necessary, including after the intervention,
in order to evaluate its effectiveness.

17. Apraxia of Speech, by Adam Jacks and Katarina L. Haley. According to the
authors, nowadays there is robust classification in order not to mistake
dysarthria and apraxia. Treatment should include not just the traditional
motor learning principles but also stress the patient’s motivation and
autonomy for improving not just communication but the patient’s life.

18. Augmentative and Alternative Communication: An Introduction, by Kathryn D.
R. Drager, Erinn H. Finke, and Elizabeth C. Serpentine. This chapter focuses
on the current possibilities available and the research needed to maximize the
communication options of people that cannot rely on speech to communicate.

19. Fluency and Fluency Disorders, by John A. Tetnowski, Kathleen Scaler
Scott, and Brittany Falcon Rutland. Several fluency disorders are mentioned
here but the focus is on stuttering, the most common and well-studied one. As
in the other chapters, the authors insist on the importance of a correct
evaluation and assessment. There is still a lot of research to do, especially
across different groups and languages, but recent studies have led to a better
understanding of the neurological processes and what helps to execute more
accurate and effective interventions.

20. Describing, Assessing, and Treating Voice Disorders, by Richard J. Morris
and Archie B. Harmon. The description and prevalence of voice disorders are
treated in this chapter, which focuses on the currently most treated
disorders: Pediatric voice disorders, Gender-Related voice disorders, and
laryngeal cancer treatment. Evaluation, based on acoustic properties, has
improved due to the combination of spectral (frequency-based) and temporal
(time-based) acoustic measures. Regarding voice evaluation, in addition to an
acoustic examination, the case history and interview, with quality-of-life
measures, auditory, and visual perceptual observations, acoustic, and
aerodynamic measurements are necessary before assessing the therapy needed by
the patient. The therapy for voice disorders includes both indirect/behavioral
and direct voice therapy approaches, as well as treating the aging population.

21. Speech Disorders Related to Cleft Palate and Velopharyngeal Dysfunction,
by
Debbie Sell, Valerie Pereira, Yvonne Wren, and Jane Russell. Unlike other
disorders, the therapy needed here includes a multidisciplinary team,
sometimes even the need for surgery, through many years (from childhood to
adulthood quite often). It implies as well the connection of the therapist
with the family and the need for continuous reassessment of the situation to
apply the best possible treatment. The speech development path and the impact
on academic achievement are presented here as well.

22. Speech Disorders Related to Head and Neck Cancer: Laryngectomy,
Glossectomy, and Velopharyngeal and Maxillofacial Defects, by Tim Bressmann.
An extensive explanation supplemented by several drawings and pictures is
presented here to understand the speech disorders derived from cancer and its
treatment. A comprehensive approach from the diagnosis is explained in detail,
to help understand the importance of treatment for the improvement of quality
of life and all the possible scenarios after radiation and/or surgery. In a
total laryngectomy, the cases of artificial larynges, esophageal speech, and
tracheoesophageal speech are shown. Partial laryngectomies and their
rehabilitation, glossectomy and its rehabilitation, and velopharyngea,
maxillofacial, and facial defects are presented as well. 

Not so common in the Language and Speech disorder literature is what appears
in Part IV, Cognitive and Intellectual Disorders, where the following
disorders are addressed:

23. ADHD and Communication Disorders, by Carol Westby and Silvana M. R.
Watson. This chapter focuses on ADHD, its diagnosis (in “general” and across
cultures), its nature, and repercussions in executive functions. After this,
the chapter focuses its attention on Language learning disabilities related to
ADHD, starting from Language/Literacy disorders in children and comorbid
disorders. After this, the implications for evaluation and assessment are
explained. 

24. Communication Deficits Associated with Right Hemisphere Brain Damage, by
Margaret Lehman Blake. Communication deficits associated with the left
hemisphere are more common and easier to assess because most of the time they
are related directly to language and speech. However, literature about brain
damage in the right hemisphere and its relation to communication disorders is
starting to be more common. Unfortunately, the people that face these
difficulties used to be misdiagnosed or not diagnosed at all. Most of the
patients speak perfectly; however, communication is difficult in both
directions (as a speaker and as a listener). The problem starts with the
necessity not just to “say words” and listen to them, but when the meaning has
to be extracted by combining different information, and this is what happens
more often in communication. The chapter presents an overview of communication
disorders and, after this, distinguishes comprehension disorders and discourse
production deficits, taking into account distantly related meanings, multiple
meanings and the difficulty of using context, and pragmatics.  

25. Traumatic Brain Injury, by Karen Lê and Jennifer Mozeiko. This chapter
presents a brief overview of Traumatic Brain Injury (TBI) and focuses on the
cognitive-communication disorders that usually follow this kind of injury.
Discourse and pragmatic impairments are explained in the section on
Cognitive-Communication Disorders Following TBI and their assessment. After
this, a section entitled Potential Cognitive Explanations for Communication
Deficits Following TBI is split into Attention and Information Processing,
Memory, and Executive Functions. According to the authors, there is no
theoretical model of discourse production after TBI, which makes even more
complex the task of planning and intervention, because the underlying causes
can vary from patient to patient. Theory of mind and neuropragmatics should be
taken into account to manage these cognitive communicative disorders, based on
discourse treatment and pragmatic intervention. 

26. Dementia, by Nicole Müller and Zaneta Mok. The chapter starts with general
information about dementia, and then discusses the conditions leading to
dementia (including reversible dementias, neuropathologies in dementia
associated with progressive neurological conditions, and cognitive,
communicative, and behavioral patterns). After a section on Risk factors for
dementia and conditions leading to it, there is a section on diagnosis and
assessment, followed by one on intervention. The last two parts are devoted to
dementia and bilingualism, and to the interaction approaches to dementia and
cognition. The importance is highlighted in a personal evaluation, which takes
into account the personal and social context, as is the importance of taking
into account the effects of the current COVID-19 pandemic situation and its
outcomes, due to changes in communication and the increasing isolation of
people. 

EVALUATION

Scientists and specialists in Language and Speech disorders from all around
the world have contributed to this handbook, which makes it a good mix between
theoretical, research-based knowledge and practical, clinically-based
knowledge.

Covering and focusing on one topic at a time, a methodical approach has been
used in order to create a comprehensive volume about Language and Speech
disorders. The information is clear and concise and it is possible to access
any chapter with little or no background in the topic covered. It is also
possible to read the chapters and/or sections in any order, which allows the
reader to use this volume as a reference for background on the different
disorders addressed or to learn  more about pathological language and speech
in general.

This is a very complete approach to Language and Speech Disorders, not just
about the pathologies but also the underlying processes. The information is
clearly presented, well organized, and wisely compartmentalized. I consider it
a great success that in the second edition the editors have maintained the
structure of the first edition, just adding some more up-to-date information
and chapters missing from the previous edition. The fact that some of the
chapters consider the current pandemic makes it clear how up-to-date the
volume is.

Last but not least, I would like to mention the book’s modern approach to
assessment and evaluation, which takes into account the fact that we are not
speaking about disorders, but rather about people with a disorder. That is to
say, apart from knowing as much as possible about the physical and mental
constraints underpinning the disorders, it is not just necessary but
compulsory to consider the society and the context that surrounds the patients
and the specific situation that the individual faces. In line with this,
however, comes the only detail that I did not like in the book, although it is
I fear common in this kind of literature, and that is to call the patients
“clients”. From my perspective, individuals with language and speech disorders
are “patients”, just like anyone else with a medical issue. 

Personally, as a researcher, I have the feeling that often there is a lack of
communication not just between scientists and society, but also between
scientists and health professionals. This is very dangerous, because medical
scientific discoveries are not very useful if they are not known by the people
tasked with treating patients. The information should be bidirectional,
because the professionals (in this case mainly neurologists, speech
therapists, and psychologists) are the ones who can give internal information
and help to understand the data provided. This kind of volume, one that brings
together knowledge from different specialists and perspectives, is not just
necessary but essential in order to develop a better understanding of the
disorders and to improve the treatments and their positive outcomes.

In my opinion, the Handbook of Language and Speech Disorders can be used as
support material in linguistics and psychology courses at both undergraduate
and graduate levels, as the main bibliography in Speech Pathology courses, and
could be very helpful as a resource for speech and language scientists, speech
pathologists, and neurologists working with any of the pathologies that appear
described in the book. As mentioned many times in the volume, in most cases
early detection is crucial for maximizing the outcomes of the treatment, so I
am quite sure that teachers and personnel working in kindergartens could learn
a lot from this volume. I think a complementary educational workbook could
help to make the volume more useful both for undergraduate and graduate
courses in the different aforementioned disciplines.


ABOUT THE REVIEWER

Pamela Villar González is a fellow researcher at the University of Warsaw, she
has a B.A. in English Studies from the University of Oviedo (Spain) and an M.
Sc. in Cognitive Science from the Ruhr University Bochum (Germany). Her
previous works are in diverse fields like neuroscience (memory, study of
biomarkers in healthy aging and dementia, sleep) and psycholinguistics (brain
lateralization of language, whistled languages). Apart from research, she has
taught Spanish language (Ruhr Universität Bochum, and University of
Duisburg-Essen (Germany)) and trained medical students (Ruhr Universität
Bochum) in Neuropsychology. Her research interests include as well language
pathologies, speech science, bilingualism, communication, literature, culture,
machine learning, in vivo-imaging methods, open science, and science
communication.





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