Cockerill Communicating without Speech

Communicating without Speech

Practical Augmentive and Alternative Communication

Product Type: Print Edition (Complete Book)

ISBN: 9781898683254

Helen Cockerill (Editor), Lesley Carroll-Few (Editor)

Series: Clinics in Developmental Medicine

Edition: 1

Publication date: January 2001

Page count: 196

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This book is aimed at health professionals treating children who fail to develop adequate speech due to complex neurological conditions or learning disabilities and may require augmentative and alternative communication (AAC) systems.

By presenting current research and accepted good practice in the field of AAC, authors give detailed information on the neurology of speech and language, and offer guidelines for the assessment of non-speaking children. Issues of prognosis for speech, the timing of intervention and the importance of working within a multidisciplinary framework are discussed. The central role of families and schools in the successful introduction and support of AAC for social communication and curriculum access is recognised. A range of AAC systems and resources are described, and the views of AAC users and their families represented. This is essential reading for clinicians who treat non-speaking children, and the therapists and other professionals who support these children.

Clinics in Developmental Medicine No. 156

Helen Cockerill (Editor)

Helen Cockerill is a Specialist Speech and Language Therapist at the Newcomen Centre,  Guy's Hospital, London, UK.

Lesley Carroll-Few (Editor)

Lesley Carroll-Few is a Specialist Speech and Language Therapist at the Newcomen Centre, Guy's Hospital, London, UK.

  • Authors Appointments vii
  • Preface ix
  • 1. The neurology of speech and language disorders in children. Part I: Disorders of comprehension and inner language 1
  • J. Keith Brown and Mary E. O'Regan.
  • 2. The neurology of speech and language disorders in children. Part II: Disorders of speech 33
  • Mary E. O'Regan and J. Keith Brown.
  • 3. Who needs augmentative communication, and when? 65
  • Martin Bax, Lesley Carroll-Few and Helen Cockerill.
  • 4. Assessing children for augmentative and alternative communication 73
  • Helen Cockerill and Prue Fuller
  • 5. Working with families to introduce augmentative and alternative communication systems 88
  • Mats Granlund, Eva Björk-Akesson, Cecilia Olsson and Bitte Rydeman
  • 6. Supporting children using augmentative and alternative communication in school
  • Sally Millar
  • 7. The impart of adolescence on the use of voice output communication aids 124
  • Pam Stevenson
  • 8. Supporting augmentative and alternative communication 137
  • Susan Balandin and Tessa Barnes-Hughes
  • 9. Experiences of children and families who use augmentative and alternative communication 153
  • Compiled by Gillian Hazell, Lesley Carroll-Few and Helen Cockerill.
  • 10. Communication resources 162
  • Gillian Hazell and Helen Cockerill.
  • Index 179

'This book is full of useful information which must surely be of value to anyone, whatever their discipline, who is trying to help children with difficulties of communication. It also has lessons to teach all those involved with disabled children with its philosophy of doing everything possible to compensate for skills that are lacking.' European Journal of Paediatric Neurology

'As a speech language therapist who works across hospital and community, I was interested to read this book from both a neuroanatomy and a practical point of view. This is a useful resource book for both speech language therapists and other professionals with an interest in AAC.' R Howarth, Child Care Health and Development

'This book is written by 15 specialists from a wide range of disciplines including medicine, education, psychology and speech and language therapy. It would be of use to healthcare professionals with experience of providing a service for people without adequate speech and who needed to get a clear picture of the important considerations involved. It does this task very well.' Liz Royall, Royal College of Speech and Language Therapists

'I liked the book. On the ward this week, we have a boy with quadriplegic cerebral palsy, learning difficulties and epilepsy. He can't speak ; his only means of expression is crying, which he did for eight hours yesterday. The nurses thought he was in pain and were keen for the doctors to prescribe something. His mother said that he simply doesn't like hospitals. If only he could tell us what is bothering him so much. With the right help, perhaps he eventually will be able to.' Theo Fenton, Journal of the Royal Society of Medicine