NEW edition coming Fall 2020!

The bestselling core textbook on communication disorders is better than ever with this new third edition, thoroughly revised and based on updated ASHA standards. Covering a broad range of disorders and developmental levels, this text gives future professionals up-to-date guidance on evidence-based practice from more than 20 academics and working clinicians. Preservice SLPs and audiologists will get a comprehensive guide to contemporary clinical practice--one theyâ (TM)ll use for the rest of their careers to provide the best possible services for people with communication disorders. An essential text for all students in clinical methods courses and a reliable reference for practicing professionals!

ALL THE LATEST ON

• implementing evidence-based practice to improve client outcomes
• aligning everyday practice with the ASHA Code of Ethics
• collecting communication samples
• conducting effective assessment and implementing interventions
• understanding public policies that affect clinical practice
• ensuring sensitive and efficient clinical communications, including counseling clients, documenting findings, and recording treatment outcomes
• delivering services skillfully across settings, including homes, hospitals, and schools
• working with families from diverse cultural and linguistic backgrounds
• providing successful family-centered services
• making sound decisions about assistive technology

• New chapters on assessment, the role of research in clinical practice, communication sampling procedures, and cultural diversity
• Updated ASHA standards
• Coverage of new legislation and regulations
• New bases of evidence for the intervention chapter
• Updated clinical communication chapter with more coverage of electronic records and HIPAA compliance
• Expanded service delivery chapter that discusses the emerging roles of SLPs and AUDs.

Brian A. Goldstein, Ph.D., CCC-SLP, is Chief Academic Officer and Executive Dean of the College of Rehabilitative Sciences Health Sciences at University of St. Augustine for Health Sciences in San Marcos, California. He holds a B.A. in linguistics and cognitive science from Brandeis University and an M.A. and Ph.D. in speech-language pathology from Temple University. Dr. Goldstein is well-published in the area of communication development and disorders in Latino children. His focus is on phonological development and disorders in monolingual Spanish-speaking and Spanish-English bilingual children. He is a fellow of the American Speech-Language-Hearing Association (ASHA) and received ASHA's Certificate of Recognition for Special Contribution in Multicultural Affairs.

Monica Gordon-Pershey, Ed.D., CCC-SLP, is an associate professor in the School of Health Sciences at Cleveland State University in Cleveland, Ohio. She is a certified speech-language pathologist and holds a doctorate in language and literacy instruction. Her teaching and scholarship focus on language development and disorders. She is the author of over 130 articles, book chapters, and presentations.

Jane Hindenlang, M.S., has worked as a speech-language pathologist for more than 30 years with both adults and children. In addition to her position as a clinical instructor at the Center for Communication Disorders at Southern Connecticut State University, Ms. Hindelang also coordinates the clinic for adults with neurologically based communication disorders, which includes providing educational programs and counseling for caregivers.

Aquiles Iglesias, Ph.D., focuses on language development and assessment of Bilingual (Spanish/English) children. He is the author of the Bilingual/English Spanish Assessment (BESA), Systematic Analysis of Language Transcripts (SALT), the Quick Interactive Language Screener (QUILS), and the Quick Interactive Language Screener: English/Spanish (QUILS: ES).

Laura M. Justice, Ph.D., is EHE Distinguished Professor at The Ohio State University, a speech-language pathologist, and researcher in early childhood language and literacy development, communication disorders, and educational interventions. She is Executive Director of the Crane Center for Early Childhood Research and Policy, a multi-disciplinary research center dedicated to conducting empirical research on child development and early education.

Michelle MacRoy-Higgins, Ph.D., Assistant Professor, Hunter College, The City University of New York, Brookdale Campus, 425 East 25th Street, Mailbox #727, New York, NY 10010
Michelle MacRoy-Higgins is Speech-Language Pathologist and Assistant Professor at Hunter College, The City University of New York. Her research and clinical interests include language and phonological development and disorders in children and children with autism spectrum disorders.

Kevin M. McNamara, M.A., is the director of the Center for Communication Disorders at Southern Connecticut State University, where he also serves as a clinical educator. He has presented workshops and published in the areas of communication supports for children and adults with intellectual disability and clinical education in speech-language pathology and audiology.

Gladys Millman, M.A., CCC-SLP, CAGS, is a speech-language pathologist (SLP) who also holds a degree in assistive technology and augmentative communication. She views augmentative and alternative communication (AAC) as a natural extension of her lifeâ (TM)s work because it broadens her ability to facilitate language and communication skills in others. She practices as an SLP, AAC evaluator, staff trainer, adjunct lecturer (AAC), and clinical supervisor.

Nickola Wolf Nelson, Ph.D., CCC-SLP, BCS-CL, is Professor Emerita in the Department of Speech, Language, and Hearing Sciences and former Director of the Ph.D. program in Interdisciplinary Health Sciences at Western Michigan University. She is author of the book Language and Literacy Disorders: Infancy Through Adolescence, and first author of the Test of Integrated Language and Literacy Skills (TILLS), as well as editor-in-chief of the journal, Topics in Language Disorders. Dr. Nelson's research and publications focus on curriculum-based language and literacy assessment and intervention.

Mary H. Purdy, Ph.D., is a professor at Southern Connecticut State University. Her research interests are in the cognitive processes underlying aphasia and their influence on management of communication difficulty, family education and training, and interdisciplinary collaboration. She is board certified by the Academy of Neurologic Communication Disorders and Sciences.

Denise LaPrade Rini, M.A., has been a practicing clinician in pediatrics with a particular interest in children ages birth to 5 who exhibit significant communication impairments. As a member of the Department of Communication Disorders at Southern Connecticut State University, she has provided training for graduate clinicians and taught a variety of undergraduate and graduate courses for more than three decades..

Froma Roth, Ph.D., is Professor Emerita of the University of Maryland and associate director of Academic Affairs and Research Education at the American Speech-Language-Hearing Association. Her research program has been directed at specifying relationships between oral language and emergent and early literacy. She is the coauthor of a basic textbook on speech and language intervention, Treatment Resource Manual for Speech-Language Pathology (4th ed.); and the coauthor of Promoting Awareness of Speech Sounds (PASS), a published phonological awareness program for preschool and primary school settings. She serves as the Council for Exceptional Childrenâ (TM)s Division of Communication Disabilities and Deafness liaison to the National Joint Council on Learning Disabilities. Her publications emphasize issues related to the assessment and treatment of language and literacy problems from preschool through adolescence.

Mary Beth Schmitt, Ph.D., CCC-SLP, is an assistant professor at The University of Texas at Austin. Dr. Schmitt and her team work to identify child-level, treatment-level, and classroom-level ingredients of public school therapy that affect outcomes for children with language impairment. Her work has been supported by National Institute on Deafness and Other Communication Disorders, American Speech-Language-Hearing Foundation, Texas Speech-Language-Hearing Foundation, Texas Tech University Health Sciences Center, and The University of Texas at Austin. Dr. Schmitt also serves as Editor for EBP Briefs, a peer-reviewed publication supporting evidence-based practice for speech-language pathologists.

Elizabeth Schoen Simmons, M.S., CCC-SLP, is a Ph.D. candidate in Cognitive Psychology at the University of Connecticut. She received her B.A. in communication disorders and M.S. in speech-language pathology from Southern Connecticut State University. She is a National Science Foundation fellow and recipient of a predoctoral training grant funded by the National Institute of Health to evaluate language processing using eye tracking and electroencephalography in late talking toddlers. Ms. Simmons has authored peer-reviewed publications and book chapters on various topics in communication disorders.

Geralyn R. Timler, Ph.D., Assistant Professor in the Department of Speech and Language Pathology and Audiology at Miami University, focuses on social communication disorders in preschoolers, school-age children, and adolescents.

Donald A. Vogel, Au.D., has directed the Hunter College, CUNY, Center for Communication Disorders since 2003. Bridging both audiology and speech-language pathology in tasks related to the centerâ (TM)s mission of training and service, Dr. Vogel utilizes clinical, administrative, and leadership skills learned in his years working at hospitals and clinics. He collaborates with colleagues to facilitate research on areas relating to technology and communication.

Patrick R. Walden, Ph.D., CCC-SLP, is an assistant professor in the Department of Communication Sciences and Disorders at St. Johnâ (TM)s University. His research and scholarship have focused on speech-language pathologistsâ (TM) workplace learning behaviors, leadership and administration in the professions, and language characteristics in children and adult clinical populations.

Rhea Paul, Ph.D., CCC-SLP, is a professor and founding director of the speech-language pathology graduate program at Sacred Heart University in Fairfield, Connecticut, an affiliate at Haskins Laboratories, and Professor Emerita at Southern Connecticut State University.

She received her B.A. from Brandeis University, her masterâ (TM)s degree in reading and learning disabilities from the Harvard Graduate School of Education, and her Ph.D. in communication disorders from the University of Wisconsin-Madison. She has been a principal investigator on research projects on language disorders and autism funded by the National Institute on Deafness and Other Communication Disorders, the National Institute of Child Health and Development, the National Alliance for Autism Research, Autism Speaks, the Meyer Memorial Trust, and the Oregon Medical Foundation, and was a principal investigator at the Yale Autism Center of Excellence.

She is the author of more than 100 refereed journal articles, 50 book chapters, and ten books. Along with colleague Donia Fahim, she hosts the podcast Let's Talk about Super Special Kids and Cake on iTunes and Spotify, aimed at supporting parents of children with disabilities.

In 1996, she received the Editor's Award from the American Journal of Speech-Language Pathology and was awarded the inaugural Ritvo/Slifka Award for Innovative Clinical Research by the International Society for Autism Research in 2010. She has been a fellow of the American Speech-Language Hearing Association since 1991 and received Honors of the Association in 2014.

Michele A. Anderson, Ph.D., CCC-SLP, is an assistant professor at Western Michigan University. She was instrumental in coordinating the national validation studies for the Test of Integrated Language and Literacy Skills (TILLS) under the direction of Dr. Nickola Nelson and serves as TILLS Project Coordinator.

Dr. Anderson's most recent scholarly work involves investigating the role of verbal working memory in child language assessment, test development, cultural influences on pragmatics of writing, phonological awareness training for pre-school age children, and influences on reading comprehension.

She has taught child language development courses at Western Michigan University, co-written articles, and given numerous national presentations on topics related to school-age child language disorders.

Michelle S. Bourgeois, Ph.D., CCC-SLP, is a professor in the Department of Communication Sciences and Disorders at the University of South Florida and a Fellow of the American Speech Language Hearing Association at Hunter College. A clinical researcher, she investigates interventions designed to improve the quality and quantity of cognitive-communication outcomes for persons with dementia, traumatic brain injury, or aphasia and their spouses and caregivers.

Paul W. Cascella received his bachelorâ (TM)s degree from Marquette University in Milwaukee, Wisconsin; his masterâ (TM)s degree from the State University of New York at Buffalo; and his doctoral degree in special education from the University of Connecticut. Dr. Cascella is a speech-language pathologist whose primary interests are communication services and supports for individuals with severe and low-incidence disabilities. He has published more than 20 journal articles and book chapters, and his research specifically focuses on functional assessment and intervention strategies for individuals with intellectual disability and autism spectrum disorders. Dr. Cascella also has clinical expertise in pediatric phonology and fluency, and he is an active clinician who routinely collaborates with public school districts throughout Connecticut. Dr. Cascella is the speech-language pathologist for the Hamden Transition Academy, a high school program on the campus of Southern Connecticut State University aimed at meeting the educational needs of older high school students as they make the transition to adult living and employment. Dr. Cascella was a Mellon Fellow at the Yale Child Study Center (2000â "2001) and is an editorial consultant for Mosbyâ (TM)s Medical, Nursing, & Allied Health Dictionary, Seventh Edition (Mosby Harcourt, in press). He currently serves on the Board of Directors for Vantage, Inc., a community agency providing residential and vocational supports to adults with disabilities.

James J. Dempsey, Ph.D., is chairperson of the Department of Communication Disorders at Southern Connecticut State University. Dr. Dempsey received his doctorate from the University of Connecticut. His research interests include hearing aid fitting strategies as well as measures of functional and communicative benefits derived from hearing aid use.

Marc E. Fey, Ph.D., CCC-SLP, is emeritus professor for the Hearing and Speech Department at the University of Kansas Medical Center. He has published numerous articles, chapters, and software programs on childrenâ (TM)s speech and language devel¬opment and disorders and has written and edited three books on child-language intervention. He was editor of the American Journal of Speech-Language Pathology from 1996 to 1998 and Chair of the American Speech-Language Hearing Association's (ASHA) publications board from 2003 to 2005. He holds the Kawana Award for Lifetime Achievement in Publications and the Honors of the Association from ASHA.

Elizabeth E. Galletta, Ph.D., is a speech-language pathologist and assistant professor at Hunter College, CUNY. Her research and clinical interests include fluency disorders and adult neurogenic disorders, with a focus on functional improvement poststroke. She is a visiting research scientist in the Stroke Rehabilitation Research Laboratory at the Kessler Foundation Research Center, University of Medicine and Dentistry of New Jersey in West Orange, New Jersey.