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The Second Edition of this major reference work expands its coverage and continues to break new ground as an electronic resource for students, educators, researchers, and professionals. Comprehensive in breath and textbook in depth, the Second Edition of the Encyclopedia of Autism Spectrum Disorders serves as a reference repository of knowledge in the field as well as a regularly updated conduit of new knowledge long before such information trickles down from research to standard textbooks. The Second Edition of the Encyclopedia digests and presents new and updated information for readers who need to stay current with the latest research and clinical practices, including advances in neurobiology and genetics, diagnostic instruments and assessment tests, pharmaceutical treatments, and behavioral, speech and language, and other rehabilitative therapies. The Second Edition of the Encyclopedia covers topics across the following major conceptual areas of ASD and PDDs, including: Research trends and findings Behavior/speech Communication TreatmentsEducation Taking advantage of the techniques offered by the electronic medium, the Second Edition of the Encyclopedia of Autism Spectrum Disorders offers an extensive cross-referencing system facilitating search and retrieval of information. This unique, comprehensive Second Edition of the Encyclopedia of Autism Spectrum Disorders is an essential reference for advanced undergraduate and graduate students as well as researchers, professors, clinicians, and other practitioners across such related disciplines as developmental psychology, child and adolescent psychiatry, social work, child and school psychology, behavioral therapy, and sociology of education.

Purpose: Injury to the dominant left brain hemisphere can lead to specific language deficits such as aphasia, or to the cognitive processes that support language such as attention and working memory. Language is heavily supported through the auditory modality, which is a key area of deficit in acquired language disorders, and recovery of auditory processing is a prerequisite to recovery of other language modalities. A specific auditory processing deficit that has been identified following neurologic injury is dichotic listening. Some researchers have suggested that dichotic listening can be strengthened through the use of a dichotic listening training paradigm, although the impact of this training for adults with neurological injury is unknown. The purpose of this study was to determine whether dichotic listening training improved dichotic listening performance as well as auditory comprehension in individuals with neurological injuries.Method: Five individuals with a history of acquired language deficits who met specific inclusion and exclusion criteria participated in the dichotic listening training for four to six weeks. Dichotic listening and language comprehension skills were evaluated pre- and post-training.Results: Results indicated all participants progressed through a range of dichotic listening tasks during training, and four of the five individuals improved on at least one of the dichotic listening tests post-treatment. All of the participants demonstrated some improvement in auditory processing/comprehension of complex commands.Conclusions: Dichotic listening training has the potential to positively influence dichotic listening and auditory comprehension skills in adults with neurological injury.

College may be considered a gateway to success, yet access to college is limited for young adults with autism. Given the research recommendations to elicit student experiences and to communicate among universities to improve college access, success, and equity, the present study examined the questions: What factors are perceived as pathways to success or barriers to success by college students on the autism spectrum? What university provided accommodations and/or support services do they prefer? Participants from four universities completed surveys and semi-structured interviews. Findings from the multi-university study suggest the need to provide transition planning and systematic non-academic social and emotional supports from the start of the college experience as well as specific training for faculty, staff, and peers.

The definitive educational guide on the diagnosis and management of dysphagia across the full age continuumDysphagia presentation and treatment differs at various stages of life. Assessing and Treating Dysphagia: A Lifespan Perspective reflects significant knowledge and pearls from esteemed adult and pediatric swallowing disorders experts. Debra Suiter and Memorie Gosa have compiled a book of unique depth and breadth with contributions from communication science experts including speech-language pathologists and physicians. The textbook provides comprehensive coverage of swallowing disorders from birth to old age, including clinical, professional, and cultural ethical considerations.Key HighlightsAnatomy and physiology of swallowing, and compensatory, postural, and rehabilitation strategiesAdult and pediatric specific chapters on swallow screenings, clinical evaluations, and technologies such as videofluroscopic, fiberoptic endoscopic, and high-resolution manometryPediatric-specific dysphagia related to premature birth, craniofacial syndromes, congenital heart disease, and cerebral palsyAdult-specific dysphagia related to neurodegenerative disease, stroke, traumatic brain injury, head and neck cancer, esophageal disease, pulmonary disease, and end of lifeThis is the only textbook on the market featuring complete coverage of the diagnosis and management of dysphasia across the lifespan. With content following Master's-level course curriculum, this is essential reading for graduate students as well as practicing clinicians in the fields of otolaryngology and speech language pathology.This book includes complimentary access to a digital copy on https://medone.thieme.com.

Background: Reading difficulties often present as a consequence of aphasia. The specific nature of reading deficits varies widely in manifestation, and the cause of these deficits may be the result of a phonological, lexical semantic, or cognitive impairment. Several treatments have been developed to address a range of impairments underlying reading difficulty.Aims: The purpose of this review is to describe the current research on reading comprehension treatments for persons with aphasia, assess the quality of the research, and summarize treatment outcomes.Methods & Procedures: A systematic review of the literature was conducted based on a set of a priori questions, inclusion/exclusion criteria, and pre-determined search parameters. Results were summarized according to treatment type, methodologic rigor, and outcomes.Outcomes & Results: Fifteen studies meeting criteria were identified. A variety of reading comprehension treatments was implemented including: oral reading, strategy-based, cognitive treatment, and hierarchical reading treatments. Quality ratings were highly variable, ranging from 3 to 9 (on a 12-point scale). Overall, 14 of the 18 individuals for whom individual data were provided demonstrated some degree of improvement (oral reading 4/5 participants, strategy based 4/6, and cognitive treatment 6/7). Gains were also evident for hierarchical reading treatment administered to participant groups via computer; however, the degree to which improvement reached statistical significance varied among studies.Conclusions: Reading comprehension treatments have the potential to improve reading comprehension ability in persons with aphasia; however, outcomes were variable within and among treatment methods. We suggest focusing future research on factors such as participant candidacy and treatment intensity using increased methodological rigor.

Dysphagia is common in hospitalized patients post-extubation and associated with poor outcomes. Laryngeal sensation is critical for airway protection and safe swallowing. However, current understanding of the relationship between laryngeal sensation and aspiration in post-extubation populations is limited. Acute respiratory failure patients requiring intensive care unit admission and mechanical ventilation received a Flexible Endoscopic Evaluation of Swallowing (FEES) within 72 h of extubation. Univariate and multivariable analyses were performed to examine the relationship between laryngeal sensation, length of intubation, and aspiration. Secondary outcomes included pharyngolaryngeal secretions, pneumonia, and diet recommendations. One-hundred and three patients met inclusion criteria. Fifty-one patients demonstrated an absent laryngeal adductor reflex (LAR). Altered laryngeal sensation correlated with the presence of secretions (p = 0.004). There was a significant interaction between the LAR, aspiration, and duration of mechanical ventilation. Altered laryngeal sensation was significantly associated with aspiration on FEES only in patients with a shorter length of intubation (p = 0.008). Patients with altered laryngeal sensation were prescribed significantly more restricted liquid (p = 0.03) and solid (p = 0.001) diets. No relationship was found between laryngeal sensation and pneumonia. There is a high prevalence of laryngeal sensory deficits in mechanically ventilated patients post-extubation. Altered laryngeal sensation was associated with secretions, aspiration, and modified diet recommendations especially in those patients with a shorter length of mechanical ventilation. These results demonstrate that laryngeal sensory abnormalities impact the development of post-extubation dysphagia.

BACKGROUND: Post-extubation dysphagia is associated with an increased incidence of nosocomial pneumonias, longer hospitalizations, and higher re-intubation rates. The purpose of this study was to determine if it is necessary to delay swallow evaluation for 24 hours post-extubation., METHODS: A prospective investigation of swallowing was conducted at 1, 4, and 24 hours post-extubation to determine if it is necessary to delay swallow evaluation following intubation. Participants were 202 adults from 5 different intensive care units (ICU)., RESULTS: A total of 166 of 202 (82.2%) passed the Yale Swallow Protocol at 1 hour post-extubation, with an additional 11 (177/202; 87.6%) at 4 hours, and 8 more (185/202; 91.6%) at 24 hours. Only intubation duration >=4 days was significantly associated with nonfunctional swallowing., CONCLUSIONS: We found it is not necessary to delay assessment of swallowing in individuals who are post-extubation. Specifically, the majority of patients in our study (82.2%) passed a swallow screening at 1 hour post-extubation.

Background: Older adults often report difficulty hearing in background noise which is not completely attributable to peripheral hearing loss. Although age-related declines in cognition and hearing in back-ground noise occur, the underlying age-related changes in processing of auditory stimuli in background noise has yet to be fully understood. The auditory P300 has the potential to elucidate the effects of age on auditory and cognitive processing of stimuli in background noise, but additional research is warranted. Purpose: The purpose of this study was to investigate age-related differences in cognitive processing of auditory stimuli by evoking the auditory P300 at multiple signal-to-noise ratios (SNRs). Research Design: A two-group, repeated measures study design was used. Study Sample: A convenience sample of 35 participants, 15 older adults (mean age of 66.4 yr) and 20 younger adults (mean age of 21.1 yr), participated in the study. All participants had negative otologic and neurological histories. Data Collection and Analysis: The auditory P300 was evoked using an oddball paradigm with 500 (frequent) and 1000 Hz (target) tonal stimuli in quiet and in the presence of background noise at +20, +10, and 0 SNRs. P300 amplitudes and latencies were measured in each condition for every participant. Repeated measures analyses of variance were conducted for the amplitude and latency measures of the P300 for each group. Results: Results from this study demonstrated P300 latencies were significantly longer in older adults in noise at the most challenging condition (0 SNR) compared with the quiet condition and between the +10 SNR and 0 SNR conditions. Although older adults had significantly longer P300 latencies compared with younger adults, no significant group by listening condition interaction existed. No significant P300 amplitude differences were found for group, noise, or group x listening condition interactions. Conclusions: Results provide evidence that auditory cortical processing, regardless of age, is poorer at more difficult SNRs. However, results also demonstrate that older adults perform significantly poorer than younger adults. This supports the notion that some degree of age-related decline in synchronous firing and rate of transmission of the auditory cortical neurons contributing to the auditory P300 exists. Studies are needed to further understand the impact of noise on auditory cortical processing across populations.

Rapid advances in neural imaging, particularly in regard to neural plasticity and brain changes, have resulted in an evolving neurorehabilitation paradigm for aphasia and related language disorders. Aphasia and Related Neurogenic Language Disorders has been adopted worldwide as a text for aphasia courses. This new 5th edition by Leonard LaPointe and Julie Stierwalt encompasses state-of-the-art concepts and approaches from an impressive cadre of experts who work in research labs, classrooms, clinics, and hospitals-including the world-renowned Mayo Clinic.As in previous editions, this book embraces a humanistic approach to treatment, addressing multicultural and multilinguistic considerations and social model interventions. The text encompasses a full continuum of cognitive-language disorder management-from everyday practicalities, assessment, and treatment to disorder-specific cases with evidence-based data. Additions to the 5th edition include chapters on pragmatics and discourse, telepractice, digital and electronic advances, funding and reimbursement, and comprehension, syntax, and linguistic based disorders.Key Features:A new chapter on neuroanatomical basics features exquisite illustrationsAn in-depth look at neurogenic communication disorders from Mayo Clinic provides firsthand insights on treating patients in an acute care hospital settingDiscussion and test questions, case studies, and clinical pearls offer invaluable didactic guidanceA chapter on expanded traumatic brain injury covers blast injuries and multisystem injuriesThis is the most comprehensive yet concise resource on aphasia and related disorders available today. New legions of speech language pathology students, residents, course directors, and practitioners will discover a remarkable guide on the treatment of communication disorders.

This paper includes a detailed description of a familiarization protocol, which is used as an integral component of a larger research protocol to collect electroencephalography (EEG) data and Event-Related Potentials (ERPs). At present, the systems available for the collection of high-quality EEG/ERP data make significant demands on children with developmental disabilities, such as those with an Autism Spectrum Disorder (ASD). Children with ASD may have difficulty adapting to novel situations, tolerating uncomfortable sensory stimuli, and sitting quietly. This familiarization protocol uses Evidence-Based Practices (EBPs) to increase research participants' knowledge and understanding of the specific activities and steps of the research protocol. The tools in this familiarization protocol are a social narrative, a visual schedule, the Premack principle, role-playing, and modeling. The goal of this familiarization protocol is to increase understanding and agency and to potentially reduce anxiety for child participants, resulting in a greater likelihood of the successful completion of the research protocol for the collection of EEG/ERP data.

Young adults with autism learn to negotiate college life in a class with university students. © 2017 American Speech-Language-Hearing Association.