Stojanovik is a Professor of Clinical Linguistics at the School of Psychology and Clinical Language Sciences at the University of Reading. She holds a BA in English Language and Literature and French Language and Literature from the University of Ss Cyril and Methodius, Skopje, North Macedonia; an MA in Linguistics and English Language Teaching from the University of Leeds, and a PhD in Human Communication Sciences from the University of Sheffield. Her main research interests include speech, language, and communication disorders in atypical populations, particularly children affected by genetic syndromes such as Williams and Down syndrome, as well as early intervention for children with Down syndrome. Vesna is currently the vice‐president of the International Clinical Phonetics and Linguistics Association.
John A. Tetnowski is the Jeanette Sias Endowed Chair in Communication Sciences and Disorders at Oklahoma State University. He has over 80 publications in the areas of fluency disorders, research methodologies, and clinical interventions. He is a board‐certified fluency specialist and holds the Certificate of Clinical Competence from the American Speech‐Language‐Hearing Association. He has mentored 15 doctoral students to completion and has presented his work on five continents. He is a fellow of the American Speech‐Language‐Hearing Association. Previously, he was the Ben Blanco Endowed Professor of Communicative Disorders at the University of Louisiana‐Lafayette.
Daan van de Velde is lecturer and researcher at Leiden University Centre for Linguistics (LUCL) in the Netherlands, where he completed studies in General Linguistics and French Language and Culture. He holds a PhD from Leiden University on the topic of speech perception and production by cochlear implant users. He lectures and performs research in the field of (clinical) phonetics, applied linguistics, and psycholinguistics, including topics such as the comparison of language and music, and perception and production of prosody. Other areas of interest are language and speech technology and language change. Daan is co‐developer of a software application allowing Dutch university students to autonomously practice their pronunciation of French.
Silvana M. R. Watson is a professor of special education at Old Dominion University, Norfolk, VA. She earned her doctoral and master’s degrees in special education at the University of New Mexico, Albuquerque. She has published and presented nationally and internationally on attention deficit disorders, executive functions, intervention for students with learning disabilities, and on issues of multilingual learners. She received a Fulbright Scholar award and conducted research in Portugal. She currently is the principal investigator of a professional development grant to prepare in‐service and pre‐service teachers to assess and instruct English learners with and without disabilities. Dr Watson is a co‐principal investigator of a National Science Foundation grant to study the effects of pair programming on undergraduate students with learning disabilities. She is a past president of the Council for Learning Disabilities.
Carol Westby is a consultant for Bilingual Multicultural Services in Albuquerque, New Mexico, and holds an affiliated appointment in Communication Disorders at Brigham Young University in Provo, UT. She has published and presented nationally and internationally on play, theory of mind, language‐literacy relationships, ADHD, narrative/expository development and facilitation, screen time, understanding and working with children and families who have experienced trauma, and issues in assessment and intervention with culturally/linguistically diverse populations She is a fellow of the American‐Speech‐Language‐Hearing Association (ASHA), has received the Honors of ASHA, and is Board Certified in Child Language. Dr Westby has received the Distinguished Alumnus Award from Geneva College and the University of Iowa’s Department of Speech Pathology and Audiology, and the ASHA Award for Contributions to Multicultural Affairs.
Yvonne Wren is Director of Bristol Speech and Language Therapy Research Unit, North Bristol NHS Trust, and Senior Research Fellow at the University of Bristol. She is Chair of the Child Speech Committee of the International Association of Communication Sciences and Disorders, and founded the UK and Ireland Child Speech Disorder Research Network. She is Chief Investigator of the Cleft Collective Speech and Language Study, a national clinical cohort study of children born with cleft lip and palate in the UK. She is on the Research Council for the charity The Scar Free Foundation, and a trustee for ICAN, the charity serving the needs of children with communication impairments. She was Associate Editor of Folia Phoniatrica et Logopedica from 2016–2019 and co‐edited the book Creating Practice Based Evidence: A Guide for SLTs (JR Press), now in its second edition.
Wolfram Ziegler is Professor of Neurophonetics and head of the Clinical Neuropsychology Research Group (EKN) at the Institute of Phonetics and Speech Processing, University of Munich. He has a diploma and PhD in Mathematics from the Technical University of Munich and spent 10 years as a research assistant at the Max Planck Institute for Psychiatry. From 1995 to 2015 he headed the EKN at the Clinic for Neuropsychology, City Hospital Bogenhausen in Munich, and since 2015 at the LMU Munich. His research focus is on speech and language disorders in neurologic populations.
Introduction
JACK S. DAMICO1, NICOLE MÜLLER2,, AND MARTIN J. BALL3
1 University of Colorado, Boulder, CO, USA
2 University College Cork, Ireland, and Linköping University, Sweden
3 Bangor University, Wales
It is now just under a decade since the first edition of this Handbook appeared, and in that time the field of communication disorders has progressed on many fronts. Certain areas have come to prominence that were not previously the focus of research. Among these areas are the speech and language consequences for children who have received cochlear implants, genetic syndromes other than Down syndrome, and literacy problems (especially the role of writing as well as reading).
In this second edition, and to reflect these and other recent developments in the field, we recruited internationally renowned experts as new chapter authors. The chapters on hearing impairment, literacy, and genetic syndromes have been radically refocused, while all other chapters present updated material. Further, the chapter on language delay (apart from having a new author) encompasses patterns of typical as well as disordered language development. The chapter on specific language impairment was retitled to reflect the now‐accepted label of this disorder: developmental language disorder.
We have retained the four‐part structure of the Handbook as we feel it is a useful way to present the main topics within language and speech disorders. In Part I the chapters address foundational issues. Thus, the first chapter by Jack Damico, Nicole Müller and Martin Ball examines labeling. By this term the authors mean the tendency of people to label others as deviating from a norm—a common practice with communication disorders. The chapter discusses the social background to labeling and points to ways in which communication specialists can become aware of labeling and avoid its negative consequences.
In Chapter 2, Elena Babatsouli discusses diversity issues in communication disorders, dealing with a range of topics including diversity in terms of language, gender, ethnicity, socioeconomic status, and others. As well as describing a variety of diversity concerns. the author also addresses the application of this information to clinical situations.
The Handbook is primarily concerned with language and speech disorders and does not aim to cover hearing impairment in detail. Nevertheless, hearing loss and rehabilitation (through, for example, cochlear implantation) do impact speech and language abilities. Chapter 3 by David Morris and Daan van de Velde discusses this area. Recent developments in cochlear implants are examined in detail and the authors also describe auditory brainstem implants for those for whom cochlear implants are not suitable. Intelligibility impairment can be found in a wide range of language and speech deficits from child speech disorders, through aphasic language disorders, to adult acquired motor speech disorders. In Chapter